^ormerlu ^he Juvenile Instructor
I DECEMBER, 1931 | P"^
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THE INSTRUCTOR, Vol. 66, No. 12 " oS
Publishers: Deseret Sunday School Union, 44 East South Temple, Salt Lake City, Utah. Published the first of rry
every month at Salt Lake City, Utah. Price $1.50 a year, payable in advance. Entered at the Post Office, Salt Lake ^^
City, as Second Class matter. Acceptance for mailing at special rate of postage provided for in Section 1103. Act of ^
October 3, 1917, authorized on July S, 1918. Copyright, 1931 by Heber J. Grant, for the Deseret Sunday School Union. ^
CONTENTS FOR DECEMBER, 1931 ^
Shepherds Abiding in the Field Frontispiece Nephi's Vision of Mary and the Lamb of God from (/>
Carols (Poem) Grace Ingles Frost 703 Drawing by L. A. Ramsey 743 Z3
Christmas Reverie (Poem) ..iChristie Lund 705 L. D. S. Sunday School Columbia Branch, South ^
The Sunday School and Life 706 Carolina 746 H-
The Educated Man Nephi Jengen 709 Art Window in the Salt Lake Temple 750
True Pioneer Stories .Harold H. Jenson 710 Virginia Ricks 751 T
A Christmas Prayer Charles Kent 712 Simple Gifts for Children Hilda Richmond 755 |_
The Gadianton E. Heloise Merkley 713 Jesus in the Carpenter Shop (Illustration) 757 —
Editorial — Count Your Blessings 718 Three Sets of Twing (Photo) 759 ^
Dependence Upon God 719 Bobby's Christmas Prayer Isabelle Ruby Owen 760 ^
Signs of the Time J. M. Sjodahl 720 A Transferred Christmas Emma Florence Bush 762
L, D. S. Sunday School at the Old Shebit Indian How to Tell a Person's Age and Telephone Number . . 764 '^
School 722 The Budget Box 765 J**
Capitalize Your Losses (Poem) . .Bertha A. Kleinman 735 The Little Noah's Ark 768 0£
Old Testament Class, Annis Ward, Idaho 741 The Funny Bone 770 qI
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SAY THAT YOU SAW IT IN THE INSTRUCTOR
By Grace Ingles Frost
l\ carol of the Manger
Took me to Bethlehem Town,
Where once a flame of starshine.
From a blue sky bending down,
Wove a halo of its light,
A Head Divine to crown.
1 HE carol of a cradle
Called me back home again.
Ere I had met the Shepherds,
Or seen the Three Wise Men.
Here a small child lying
Within his trundle bed.
Would never wear a halo
Upon his tawny head;
But oh, he was so precious!
I held him close and said
A prayer — a prayer for mothers
With little sons to raise!
And while I prayed, lo ! Christmas Chimes
Rang out their notes of praise.
Glory to God! this carol sing!
Glory to God for Christ the King!
For babes and starshine beckoning!
Glory to God! Ring, chimes! ring! ring!
Our Cover Picture
Raphael, and "The Sistine Madonna"
Raphael Santi, or Raffaello Sanzio D'Urbino, a pupil of
Perugmo and contemporary of Michael Angelo, was born in 1483,
and died as the sun went down on -Good Friday, April 5, 152o!
He lived only thirty-seven years but for over four hundred years
the ^lustre of his name has never been dimmed. He is described
as "beautiful as an angel in person, sweet in disposition, and
charming in manner and conversation."
"The Sistine Madonna is justly the most famous and most
favored of all Raphael's Madonnas ; for, though others may rival
It in formal beauty, in no other does it reach the same height of
spiritual expression. The Christ-Child, so solemnly yet naturally
gazing at the infinite, the slender majestic, yet entirely human
mother, are figures, which, once we have seen them, haunt our
memory forever." — The Outline of Art.
And there were in the same country shep-
herds abiding in the field, keeping watch
over their flock by night.
And lo, the angel of the Lord came upon
them, and the glory of the Lord shown
round about them; and they were sore
And the angel said unto them, Fear not:
for, behold, I bring you good tidings of
great joy, which shall be to all people.
For unto you is born this day in the
city of David a Saviour, which is Christ the
And this shall be a sign unto you; Ye
shall find the babe wrapped in swaddling
clothes, lying in a manger.
And suddenly there was with the angel
a multitude of the heavenly host praising
God, and saying,
Glory to God in the highest, and on earth
peace, good will toward men. — Luke 2:9-14.
By Christie Lund
When Christmas lights are gleaming I see Him in Gethsemane
And earth is white with snow,
I seem to see another night
So very long ago.
I seem to see a lonely star
Beyond a lonely hill;
I see the shepherds aged and wise,
I sense their wonder still.
I hear the singing from above,
The voice from out the skies;
I seem to kneel beside the stall
Where Christ, the infant, lies.
I see Him pass from boy to man,
I see Him walk apart.
Bearing the burdens of the world
Upon His Toving heart.
I see Him heal the blind — to see,
And make the cripple walk;
I see the patience of His smile
And seem to hear Him talk.
And nailed upon the tree;
I catch my breath in sudden awe:,
'*Dear God, that was — fpr me."
And as His spirit takes me back
Across the span of years,
I wish that I might bring Him here
And show Him, through my tears
The lighted streets, the holly wreaths.
The souls that now believe;
The brotherhood, the fellowship,
Upon this Christmas Eve.
Then speaking for my kind I'd say:
This is your life's rich gain.
Your spirit lives within our hearts,
It has not been in vain.
We'll carry on that Christmas there
Until our breath shall cease;
'Till enmities and wars and hates
Change into love and peace.
The Sunday School and Life
Semi-Annual Conference of the Deseret Sunday School Union, Held in the
Tabernacle Sunday Evevdng, October 2, 1931
(Continued from The Instructor for November, 1931)
Following a violin duet by the Lindsay Sisters, Elder Bryant S. Hinckley
gave an address on the subject, "The Teacher — iMy Privilege — -My Responsi-
bility," as follows:
By Bryant S. Hinckley
"And they said one to another, Did not our heart burn within us,
while He talked with us by the way, and while He opened to us the
scriptures ?" ( Luke 24 :32. )
I doubt' if there is a person in this vast audience or listening in on the
air whose life has not been made better, whose heart has
not been lifted up through the influence of the Sunday
School. When we search our memories for the things that
have meant most to us, for the experiences that have inspired
us to the finest endeavor, the lessons which have lasted long-
est and served us best, sustained us in the hour of need, we
often discover that it was some sympathetic word, some little
act of kindness, some gesture of encouragement. . Perhaps
contact with some person who has radiated a mystic influence
^ncWey which has found a responsive chord in our own hearts and
made us a little finer, a little stronger and a little nobler
than we were before.
We cannot come into the presence of some people without being lifted
up, without taking on their radiance. Dr. Drummond says :
"There are some men and women in whose company we are always
at our best, while with them we cannot think mean thoughts or speak un-
generous words. Their presence elevates us. All our best nature is drawn
out by contact and we find music in our souls that never was there before.''
This is the paramount service which the Sunday School is seeking
to givel — to lift people up.
One may be firm and wise in discipline, know history and theology,
and may, through reading, research and reason make an almost flawless
preparation, iand the lesson may still lack a vital quality which is indis-
pensable in really great teaching ; a quality which comes from a deep and
genuine sincerity, an unquestioned sincerity. Only those who live the
truth can teach it, only the' teacher who has a settled faith can impart it,
only those who pray can inspire prayer. Faith, like character, cannot be
taught — it must be caught. What you are and not what you say registers
in the lives of those with whom you live. Young people are not so much
interested in hearing about righteousness ; they are eager to see it in action.
There is a subtle something which emanates from the individual who
is grappling with his own weaknesses, who is strugglng to conquer his own
infirmities, to conform his life ito t'ruth ; who, through cheerful self-dis-
cipline, builds up an inwardly triumphant personality. Such an individual
radiates confidence and inspires faith. Somehow when we have swept and
garnished our own souls we are strong ; when we have confessed our own
weaknesses we are unafraid. Really great teaching springs from this
^''■''^^' THE SUNDAY SCHOOL AND LIFE 707
source. Is this not the deep significance of the Master's words, "For
their sakes do I consecrate myself?" A resolute endeavor on the part
of the_ teacher to be what she wishes her pupils to become will manifest
itself in her t'eaching-. There is no other lesson so impressive, no other
preparation so priceless. The greatest thing any teacher ever brought to
Sunday School, that she ever gave to her class is this inwardly victorious
personality. This is, after all, the thing which gives permanent value to
all that one says and does. This it is that registers in the lives of those
' one teaches that makes one a force for righteousness in the world.
The supreme need of this great organization is the consecrated services
of rnen and women whose very presence re-creates faith, imparts courage
and inspires confidence in iGod and man. The personal equation is the im-
portant and deciding factor in the effectiveness of this entire scheme.
Back of this magnificent organization, behind its scientific and
thoughtfully^ elaborated plans, rising above the courses of study which it
offers, superior to all the opportunities for growth and development which
it provides, more important than discipline and physical surroundings, is
the teacher. I repeat^she is the deciding factor in the realization of its
A school may have but few pupils, its surroundings plain and simple,
its equipment limited, its accommodations meager and still it may be a
great Sunday School. It depends upon who is there. Mark Hopkins on a
log, Louis Agassiz in a barn, Aristotle walking in the groves of Athens,
Socrates in a prison cell, each with a few disciples, were never matched
in quality of t'eaching by anything that money might provide. No material
resources, no mere intellectual preparation can reach the deep recesses of
the soul and stir the will to righteous resolution.
The influences which register in the lives of boys and girls must come
from the depths of the heart. Whoever wishes to develop strong character
and create faith in young people must go deeper than the intellect, must
mould the feelings and reach the will. "We must be sympathetic for
sympathy is the cable along which the magnetic power of personality flows."
Listen to these words :
"This power of arousing the divine * * * in every human soul is
the essential characteristic and criterion of every great teacher, prophet
' and moral leader of all time. Read Alcibiades' tribute to the teaching of
Socrates. Its seat is in the depths of personality ; it defies alike analysis
and resistance. It leaps from soul to soul as if by contagion. Heroism
inspired by hero-worship is the central thought of all history from Gideon
and his three hundred to Sheridan at Winchester changing a fleeing mob
into an army of heroes. Virtue streams out from strong characters like
electricity from a dynamo. Character cannot be taught, but it is exceed-
ingly infectious. * * * If we amount to anything, we are sources of in-
fection whether we will or not." (Dr. Tyler.)
In the lexicon of education there is no other word that expresses so
admirably the essence of real teaching as the word kindle so effectively
used by Dickens. To make a person intellectually keen about something
worthwhile is good teaching, to win their allegiance to the Church is
better teaching, to kindle in their souls that divine fire which comes from
a living testimony of the truth is supreme religious teaching. This is
your privilege and your responsibility. Remember — ^this can only be done
when that fire is blazing on the altar of your own heart.
When your pupils leave your class, when they go from your presence,
708 'the INSTRUCTOR Dec. mi
will they say to one another: "Did not our hearts burn within us while
he talked with us today ?" If so, no matter what your credentials or your
calling, you are a teacher.
"Be noble ! and the nobleness that lies
In other men, sleeping, but never dead,
Will rise in majesty to meet thine own."
' — Lowell.
THEN AND NOW
By General Superintendent David 0. McKay
Then and now! What would you give tonight to be able to see those
few members who met 82 years ago in the first Sunday School held in the
Rocky Mountains !
Backward, turn backward, O Time in thy flight.
Make me a boy again, just for tonight !
I have never felt before in my life the reality of time's turning back as I
feel it this moment, as I give to you fellow-workers the rare privilege,
figuratively speaking, of reaching through the eighty-two years that have
passed and shaking hands with a boy who was a member of that first
Sunday School, organized eighty-two years ago. Not until we came to the
house tonight did we know that we were honored with the presence of
Joseph Smith Home, 90 years of age, who was a member of Brother
Ballantine's first class. I want to introduce him to you and have him say
During the evening's exercises Superintendent McKay learned that Elder
Joseph Home, a member of the Eirst' Sunday School was in the audience.
Brother Horne was located and at this point Elder Melvin J. Ballard escorted
him to the stand. After an introduction by Superintendent McKay Elder Horne,
though 89 years of age, thrilled the large audience by telling of his experience
in the first school. In a clear strong voice, which penetrated every nook and
comer of the immense building, he said :
By Elder Joseph Smith Horne
When the people moved out of the Old Fort, as we called it, Brother
Richard Ballantyne, who was a very faithful, energetic Elder, built his
house in the southwest corner of the block where First West and Third
South streets cross. My father built his home on the northwest corner
of the same block. On the 9th of December, 1849, Elder Ballantyne organ-
ized the Sunday School class. There were only a few at first. In May,
1850, when I was about eight years of age, I joined that class; so it is a
little over eighty-one years since I first became a Sunday School boy,
and I have not quit being a Sunday School boy yet !
I have watched with a good deal of interest the growth of this great
work and the interest that is taken in it. In the beginning we had very
primitive accommodations, very Httle furniture, no books, no musical in-
strument. What little singing we did was from the old L. D. S. hymn
book, and while I was only a small boy I learned to sing several of our
hymns by hearing them sung in Sunday School.
Dec, mi THE SUNDAY SCHOOL AND LIFE 709
The class soon grew too big for Brother Ballantyne's
room. The Fourteenth Ward School House was ready for-
use, and the class was moved into that building".
After Brother Ballantyne had labored with us there a
certain length of time — I do not remember how long—he
'was called away, and my father, Joseph Home, was ap-
pointed to succeed him in the superintendency of that Sun-
Of course the spirit spread. Sunday Schools were
*^°^Horn™*'^ organized in other wards, and the work has continued to
May God bless everyone who is interested in and labors for the inter-
est of Sunday Schools, I pray, in the name of Jesus Christ. Amen.
A stereopticon, manipulated by General Secretary, A. H. Reiser, then
projected pictures of the first Sunday School, Elder Richard .Ballantyne, Salt
Lake Valley in Pioneer days and a modern Sunday School building. Also
statistics showing the Sunday School population of the Church to be 603,016
with an actual enrollment of 285,090. Then came the injunction — ■
Somebody Needs You!
President Heber J. Grant, who closed the evening's program said :
I had a teacher who fulfilled the ideal according to Brother Bryant
S. Hinckley. Richard W. Young and myself always acknowledged that
the inspiration of the living God to Hamilton G. Park was a guiding star
in our lives. He was not an educated man, but he was a man of unques-
tioned faith and knowledge of the Gospel of the Lord Jesus Christ. His
personal reminiscences of his missionary experience, the marvelous bless-
ings of the Lord, the personality of the man, made a profound impression
upon my heart and soul, as they did upon the heart and soul of my lifelong
and most intimate friend.
I am a thorough believer in the individuality of the teacher and the
capacity and ability to impress his spirit upon those with whom he comes
in contact. '
May God bless each and all who are engaged in this wonderful work,
from the General Superintendency to the least teacher in the smallest
school, is my humble prayer, and I ask it in the name of our Redeemer.
The congregation, under the direction of Elder Geo. H. Durham sang
"Thanks for the Sabbath School," and the benediction was offered by Elder
The Educated Man
The truly educated man has the skill to do some of the world's im-
portant work; the ability to think clearly; the mental balance to Judge
unerringly; the sensitiveness to appreciate the beautiful; the deep under-
standing to find delight in moral truth; the sympathy to live in loving
harmony with others ; the power to discern and conquer evil ; and the fine
spirituality to live in conscious fellowship with the ,God of the beautiful,
the good, and the true. — Nephi Jensen.
By Harold H. Jenson
John 'H. Woodbury
Among the few surviving pioneers
of .1847 is John H. Woodbury of
Granger, Utah, who has a story un-
equaled for originaUty. With vet-
erans of early pioneer days Brother
Woodbury went up in an airplane dur-
ing the "Covered Wagon" celebration
and from the air looked down upon
the old trail in Emigration canyon and
other historic spots. Incidentally he
participated in some interesting Indian
fights and his pension as an Indian
War Veteran, together with the kind-
ness of his children, who take turns
caring for him, makes his last days
very pleasant. He loves to linger over
memories of yesteryears and has writ-
ten an interesting sketch from which
part of this article is culled. Par-
ticularly does he take pride in ex-
hibiting the old musket with which
he fought the Red Men and which
saved his life on more than one occa-
sion. But let him tell his own story
as given to the writer on two visits
to the Octogenarian.
"I shall never forget my airplane
ride during the 'Covered Wagon' cele-
bration. We were taken across the
field in an ox team and then changed
from the ridiculous to the subHme, one
might say, when a 12 passenger plane
took us skyward. I recognized below
many of the sights of pioneer days.
The old trail in Emigration canyon,
the monument 'This is the Place,' but
most of all I marveled at this beauti-
ful Salt Lake Valley, which had been
made to blossom as the rose. Natur-
ally my mind reverted to the days
of yore when Hve did not see sky-
scrapers or jgreen foliage but only
sage brush plains. I could hardly
believe I was up in the air, as the
ground seemed to move while we stood
still. I thought the day of miracles
had not passed but also was glad -to
be back on terra firma when it was
all over, though I would not be afraid
to go up again."
"Now for my history. Here, read
From a hand-written manuscript
the following is culled: John Haskell
Woodbury was born Sept. 11, 1845, at
Nauvoo, 111., pn a farm purchased
from the Prophet Joseph Smith. In
a blessing given by Heber C. Kimball
to his mother, before Jiis birth, she
was told her child would be a son
and his name was to be John. His
father, 'Thomas Hobart Woodbury,
joined the Church in 1841, and his
mother, Catharine Rebecca Haskell, in
1841. They were married at New
Salem, Mass., (in (May, 1842, and
moved west. They with their baby
left Nauvoo in the spring of 1847,
and were four months on the plains,
arriving in Great Salt Lake City, Sept.
26, ,1847. (They came in Smoot's com-
pany and George B. Wallace's fifty,
and lived at the old Fort upon arrival.
With this introduction the old pio-
neer tells his own life's story: "The
first thing I can remember is moving
from the Fort to the lots after the
city was surveyed and platted. I first
went to school at IMr. Parker's who
had a house on the corner of West
Tertiple and Fifth South. The room
was built in front of Mr. Parker's
home. The side walls were of wil-
lows and the top was covered in like
a bowery. |The benches were logs
hewed on one side. School was in
session a few weeks in summer.
"When I was six years old I went
to school in the Seventh Ward school
house. Mr. Dixon was the teacher.
While playing at school I broke my-
leg and all the children came to see
JOHN H. WOODBURY
my leg in a ibox which was used for
spHnts, and incidentally brought me
whooping cough, chicken ipox and
measles. After my leg was healed
I went to live at my father's home
and preferred herding cows to school.
Most of 'the time I went without
shoes. The first suit of clothes I re-
member was of buckskin and a cap
of rabbit skin.
"Occasionallly the Indians would
come and scare the farmers and de-
mand food. They called Uncle John
Woodbury "White Headed John.
"I do not remember the coming of
the crickets, but do remember when
grasshoppers were very bad. We
dragged brush across the wheat to
drive them into straw which we burned
in a trench,
"When Johnson's [Army came I
moved with father to Lehi and took
care of the stock on the east benches.
They became thin and lame on the
rocky ground, so we moved them to
"I remember planting the first nur-
sery in the state on the block between
First and iSecond West and Fifth and
Sixth South. I planted the seeds to
raise my own seedlings and also cov-
ered cuttings to root them."
"At 16 I moved with father, who
sold his farm at Murray, and went
to Salt Lake, lattending school at
Thomas Browning's. In February
went to Weber river and worked on
a farm. In the fall of 1861 father was
called on a mission to Dixie to start
fruit trees and I went with him. On
account of the heat came back to Salt
Lake the foUowirfg summer, but re-
turned in (the fall with seedlings and
"On June 1, 1866, I was called to
Thistle Valley, Sanpete County, to
help protect the settlers from the In-
dians. [[ took my pwn team and
hauled ten men down there. We were
camped close to a trail on which the
Indians drove cattle they had stolen
up to Strawberry country, W'e formed
part of William W. Casper's company
JOHN H. WOODBURY
Pioneer of 1847 sliown with the old musket
he used In the Indian wars.
with Pete Dewey in charge. There
were fifty infantry, and ten cavalry in
camp, armed with various kinds of
guns, but only two long range guns.
We had one skirmish with the In-
dians. The cavalry were out scouting
when the Redman attacked the camp.
I moved up the horses and brought
them into camp. The Imule I was
riding was shot through the nose and
lung and had to be killed. I was
unable to get my gun in time to pre-
vent the (Indians scalping one of the
men that had been killed. The camp
was on the bank of a creek a short
distance from a wash and here in some
cedars the Indians hid. They would
also circle the camp and shoot in it.
They had better guns than the white
men. Two cavalry men were sent
for help to Mt. iPleasant and John
I vie came with thirty men. About
an Ihour later John Ivie came from
Moroni with men and later still Squire
Wells, until between five and six hun-
dred men were camped that night,
but the Indians had left. I was dis-
charged Sept, (30, 1866, and carried
home my faithful musket which had
also seen service in the Civil War.
While away I had lost my grain and
nursery stock and had to start life
all over again. IFather gave me a
horse to use with a mule and I went
to freighting until cold weather when
I went to school at Dan Bryan's.
"The following summer I went to
Dixie and closed father's interests
there. That fall I started to build
my own house on First West between
Fifth and Sixth South and married
May ilO, 1870, iSarah Alexina Bray
and our union was blessed with nine
children. I was called on a mission
to the Little Colorado in 1873 to help
make a settlement. Helping outfit
others delayed my start and by the
time I was ready the rest came back.''
"I have always liked farming and
wish more boys would stay with the
farm. I have always encouraged my
family to do this and some of them
have, without any regrets, done so and
are independent to a large extent by
raising their own needs.
Here Brother Woodbury's story
ends and his modesty after questioning
only revealed that he had been 'on a
mission to England in 1890; that he
had been Assistant Superintendent of
the Fifth Ward Sunday School and
that ever since 1893 he had lived on
his farm in Granger where his life
is one of activity, for he still is en-
gaged in farming and fruit raising.
"Stick to the farm," is his advice.
"Young folks of today will someday
realize the truth of this assertion. In
these hard times of depression the
farmers are independent and have at
least enough to eat. President Brigham
Young gave us this advice and I pass
it on to the young pnes of today.
Methods have changed, but the fact
still remans that the farmer is the hap-
piest man in the world, for if he is wise
he doesn't have to worry where his
next meal comes from. Don't be
ashamed to stay on the farm."
A Christmas Prayer
Father, help me to be true to myself, and f aithfui unto Thee ;
I ask not fame nor wealth, I ask wisdom ; give me goodness, inspire
me full with truth, enlighten me with love, guard me from my
greatest dangers, make me useful to men, help me to rebuke sin,
with holy lips, — ^;o live the excellence which I would teach. May
I be true, faithful, holy of heart, and life. Make me equal to my
duty, never above it. May my hope be an absolute trust in Thee.
— Chas. Kent.
A Story of Zarahemla
By E. Heloise Merklev
At some little distance outside the
limits of the great city of Zarahemla
there stood the remains of a spacious
garden. ^ Elaborate fountains had once
played in shining rainbows or moonlit
crystal drops within its bounds. But
the fountains had fallen into decay,
their sources had been cut off, and
three tiny streams wandering among
the fallen stones of the ancient palace
were all that remained of them.
The most beautiful and delicate of
cultivated flowers had once blossomed
there luxuriantly. But neglected, and
choked with weeds, they were fast
giving place to the hardier blooms that
grew native to the nearby forest.
Trees transported from long dis-
tances when they were tiny, had mingled
the foliage of north and south, east
and west, above the fountains and
flowers. But of the rare specimens
once cultivated so carefully, only one
remained. As though it found here
the climate and soil more to its liking
than what it had known in the north
land, a giant oak spread its branches
royally and with its grateful shade
seemed endeavoring to hide and com-
pensate for the ruin about it. For this
once lovely home had been leveled in
hatred by the bands of Gadianton rob-
bers and murderers who infested the
mountains, and the forest was swiftly
completing the work they had so cruel-
ly begun. In a few more years, unless
the oak survived, there would be noth-
mg to tell the stranger that civilized
people had ever lived here.
Toward this lonely spot a young
man and a young woman were ap-
proaching. The man came from the
mountains and crept stealthily toward
the great oak with alert eyes glancing
continuously in every direction as
though fearful of being detected by an
enemy. For he was a Gadianton spy,
and knew that he was drawing too near
the walls of the city to be entirely
secure. The young woman came from
the city. She was not alone, nor did
she seem to have a care or a fear in the
world. She walked gayly and laughed
and chatted merrily with the group of
children accompanying her.
The young man reached the ruined
garden and sat down under the oak to
enjoy a scant dinner from the small
scrip that was slung about his neck by
a leather thong. But he had only
taken out the food and was in the act
of lifting it to his lips when his quick
ears caught the laugbter and clear
voices of the children. Hastily re-
placing it without tasting what he
appeared to be almost famished for
want of, he sprang to his feet, with
the tree between himself and the ap-
proaching party. Then he turned as
though to retreat into the forest whence
he had come, but the sound of light
feet running toward him behind the
rums of the old house warned him that
he could not reach the forest before he
Unable to see who else might be
coming with the children he heard, he
hesitated, and then, as the first child
rounded the corner of the ruins, he
sprang lightly upward, caught the low-
est branch of the tree with one hand,
and swung himself on to it. Reaching
up with the other hand as his feet
found the branch, he swung himself
upward again, and still again, with all
the skill of a practiced acrobat, and
did not pause until he was so high that
he knew the foliage must completely
hide him from the view of those below.
Then he settled himself comfortably and
surveyed the party that had interrupted
He was humiliated and disgusted to
discover that only a girl and some chil-
dren had been the cause of his retreat,
but cauftion warned him that they might
have friends of a more formidable na-
ture following, and he remained quietly
where he was. But the girl and her
little charges set about preparing their
picnic lunch from the baskets they car-
ried and did not wait for anybody to
come to share it with them.
Thus reminded of his own gnawing
hunger, the Gadianton again opened
his pouch and discontentedly munched
his dried meat while he enviously
watched the disappearance of the deli-
cious foods and well cooked dainties
below. He found his appetite so stim-
ulated by the tempting appearance of
the viands the children feasted upon
that he even wished they might become
sated and leave some of it behind.
But healthy youngsters who have just
walked a long way on a hot afternoon
seldom leave anything eatable on a pic-
nic ground and he was forced to sigh
as they crammed more and more of the
goodies into their apparently unlimited
At last they were forced to stop for
lack of more to eat, and then the young
girl insisted that they clear everything
up neatly and prepare the baskets for
their return home before she would
consent to yield to their clamors for
a story. When it was all done, they
gathered expectantly about her, and
quieted by their condition of over-full-
ness as well as by the musical tones of
the story-telling voice, they sat in an
eager group and listened to story after
Almost equally fascinated, the spy
risked his neck time and again, trying
to see the face of the girl. Her voice
came to him distinctly, now low and
thrflling with the danger ,of some
favorite hero, now rippling with sup-
pressed mirth at the relation of an in-
cident that made the children laugh,
and again smooth and sweet in a part
of a story that had no significant emo-
tion accompanying it. Beyond doubt,
the spy told himself, it was the sweet-
est, the most richly modulated, and the
most tantalizingly inviting voice he
had ever heard. It maddened him with
the desire to see whether or not her
face suited it. He told himself that
a girl with a voice like that must be
very lovely, and then he contradicted
the idea by thinking that no human
being could have every grace at once
and so she must be very homely to
compensate for the delightful tones
she could produce. But ugly or beauti-
ful, he wanted to see her face.
Wearying of telling before her hear-
ers wearied of listening, the girl sug-
gested games. In the races and lively
sports that followed, her hair became
loosened, and laughingly she picked a
thorn from a nearby bush and pinned
the higher tresses at the back of her
head so they could not fall into_ her
face, leaving the rest hanging in a
curling mass of burnished gold half
way to her feet. One little girl, with
adoring eyes lifted worshipf ully, caught
both hands full of the silken stuff and
caressed it with her cheek. A sudden,
inexplicable rage shook the young man
above as he observed the action. He
wanted momentarily to choke the child
for daring to profane those shining
tresses with her smudgy little hands
and cheek. In a second the emotion
passed, and in its place came disgust
with himself for feeling it. Why
should he care how many dirty handed
children touched the hair of this girl
whom he had never before seen, and
whom he probably never would see
And then he was shaken by a wild
delirium of joy, because the girl,
wearied from her racing with the chil-
dren, flung herself lengthwise upon
the grass and he could see her face.
^'^■''^-^' • THE GADI ANTON 715
Again ;the children gathered about Startled, the singers stopped their
her and she led them in songs they music abruptly. The scout realized
apparently loved to sing. But he did that he had been enjoying it as soon as
not hear the songs. He was gazing it ceased, and again had the impulse
too intently upon the- face turned up- to choke a child. Why should the
ward in the shadow of the tree. He young scamp spoil it all that way?
was telling himself that it was the love- For. it was very evident that it was
liest_ face he had ever seen. He was spoiled. The children shouted and ran
leaning far over and gazing at it as to join him and call greetings to the
though he never could look enough. horsemen approaching rapidly, and the
She was not more than sixteen, in girl gathered up baskets and followed
the flush of fresh young womanhood, them more slowly.
Her skin, as befitted one with golden She had not reached the old wall
hair, was so clear and whitely trans- when the leader of the riders arrived,
parent that it seemed one could almost and rode past the children toward her.
see the red blood coursing below it. She dropped the baskets and reached
The flush of her exercise was dying her arms up to him so eagerly as he
away, leaving only the two spots of came to her, that the spy in the tree
delicate pink that marked her cheeks, above thought it must be her lover, and
and the deeper red that was her mouth, for a second a dull ache of jealousy
Above the softly curved lips, her nose gripped him. But it passed as he heard
was lightly outlined by the shadows her voice exclaim,'Tather ! How did
and in turn her deep grey, expressive you happen to come here today?"
eyes glowed softly beneath fine brows. Gidgiddoni, her father ! It was
But it was not in clearness of complex- nothing to him, he knew, who her
ion or modeling that her chief beauty father might be. But he wished with
lay. It was in the expression of the all his heart that it had been anyone
face. It seemed a face made for laugh- else in all the- world except Gidgiddoni
ter and song and love. A brow that the Chief Captain of the Nephite
had never learned to scowl, lips that armies. Gidgiddoni, whom every true
had never pouted, cheeks never touch- Gadianton hated with a hatred that
ed by tears. And yet, below the youth- knew no limit because it had been in
ful freedom from care and sorrow he conquest against them that he had won
fancied he could trace a strength of the distinc'tiion that had made him
character, a high spirit and a courage Chief Captain. Gidgiddoni, whom he
that circumstances might yet bring out especially had cause to hate, having
to add beauty to what was yet merely been told from infancy by his mother
pretty. that it was supposed Gidgiddoni him-
One little boy who seemed to have self had been the only Nephite strong
no slightest love for music slowly de- enough in battle to overcome his father
tached himself from the group and and leave him an orphan. He had
wandered toward the ruined wall, never seen the Nephite captain before,
stooping to pick up stones and throw but he had always hated his name since
against it as he walked. The older girl he was old enough to feel that emotion,
watched him, but did not call him back, And now he found the hated Gidgid-
and as he reached the wall he stopped doni to be father to the girl he had
and stared at a group of approaching been watching so eagerly all afternoon.
horsemen, shading his eyes with his So he must hate her, too. In spite of her
eyes. _ Then he yelled shrilly. lovely voice, her mass of golden hair
"Gidgiddoni ! Here comes Gidgid- and her face that was the sweetest he
doni !" he shouted at the top -of his had ever seen, he must hate her for
voice. her father's sake.
716 THE INSTRUCTOR ■ Dec.m'
The general caught his daughter's The tone was gentle, but no shout
hand as she asked her question and could have been more commanding.
lifting as she leaped, had seated her For a second the girl hesitated,
before him on his splendid horse, glancing rebelliously at the loveliness of
which, however, did not seem at all the surrounding spot, and then, after
excited at his double burden. The spy a serious look into his steady eyes she
fancied it must have borne them both replied, "Oh, very well, if you think it
many times before. And still his curi- necessary. A week from today I shall
osity prompted him to stare downward, entertain the children in our own
For he would see the face of the man garden."
he hated so, that he miglit remember Having won his point, Gidgiddoni
it and some day perhaps take revenge dropped the subject and his daughter
on the one supposed to have killed his sprang lightly to the ground and again
father in battle. He noted instantly gathered up the baskets. Then, dis-
that Gidgiddoni was much larger than tributing them and the children into the ,
the average man, and that every line charge of the other men, she mounted
of his body as he sat on the spirited once more before her father. The tired
horse, seemed drawn to inspire obedi- children gladly accepted the offered
ence. So erect did he sit that the spy rides with the others, and soon the en-
could distinguish his face fairly well, tire party disappeared from the sight
and the features, from the broad brow of their hidden observer,
to the firm lips, bore out the declara- Dropping quickly from branch to
tion of his body that here was one branch and then to the ground, he
made for command. turned his back toward the city they
But so softened was the expression were approaching and started for the
of his face as he lifted his daughter be- mountams. It was well for him that
fore him that in spite of his traditional ^^o dangers found him out today for
hatred for this man's name, the spy so engrossed was he with the thought
knew that here was a man he could of Orpah, daughter of Gidgiddoni, that
love and follow blindly, regardless of he would have fallen an easy prey to
danger, wherever he might lead. And them.
when he spoke, the deeper tones of his That the first girl who had ever
voice were fully as pleasant to listen to seemed to him lovely or desirable
as were the lighter melodies of his should prove to be the daughter of the
daughter. man he had been taught all his life
*T came to get you, Orpah," he re- to hate most devotedly, was to him a
plied, gravely, "and to warn you that problem not to be lightly set aside,
you must never come here again." For in the time he had sat and looked
"Never come here again!" the girl down upon her, he had formed many
exclaimed, "Why not ?" a plan of abducting first and winning
"Because the Gadiianton's grow later. Suoh a proceedure was not at all
bolder every day." unusual with the Gadiantons, whose
"And what has the daughter of life in the mountains encouraged any
Gidgiddoni to fear from the Gadian- sort of savagery. He had heard many
tons?" she asked, gently pulling the a story of how a maiden had been
light beard that half concealed the low- stolen and then had lost her heart to
er part of his face. her robber suitor. They were the only
"That which the daughter of any kind of love stories he had ever cared
honest man should fear from them, about. And never before had he seen
and which is far worse than death, a girl who could make him think even
my child. Promise me, please, that of them.
you will stay within the city walls." But as he drew nearer to his moun-
THE GADI ANTON
tain fastness and farther from the
memory of Orpah's beauty, he found it
more easy to forget such foolishness
and r«nember only that she was Gid-
giddoni's daughter, and therefore to
be .hated. By the time he had eaten
supper with his mother, and gone to the
council called by his chief, he was thor-
oughly convinced that he felt toward
Orpah no emotion other than hatred.
reply, because his neighbor had sever-
al times attempted to talk to him and
had received no courteous response
save abstract yeses and noes that did
not fit the occasion.
"And, so, if any of you can suggest
a means of heaping upon Gidgiddoni's
head any insult worthy the name, or of
causing him any personal grief that he
may know the Gadianton's have not
He noted little of the proceedings, forgotten the grudge they bear him, let
takmg his place mechanically among j^- ^^^^y^ >, .
So much the young spy heard. And
before any of the older and more re-
nowned robbers had a chance to speak,
he sprang impulsively forward, ex-
the less important Gadiantons and
listening half attentively only to the
counsels that were sought and given in
the rich court held by their fierce
leader. But suddenly he was roused by
the name of the man he had thought claiming, "I have a plan."
so much about in the last hours. "Speak, Jarom !" GSddianhi com-
"What does he say about Gidgid- manded, in spite of his surprise. And
doni ?" he asked eagerly of his nearest Jarom, stammering a second at the
neighbor. realization of his temerity, 'gained
"Listen and see," was the ungracious courage after a moment to speak.
(To be continued).
"When they heard the king:, they departed; and, lo, the star, which they
saw in the east, went before them, till It CRlwe and ;gtood ov^lt where the
younsT child was."— -Matt. 2:8.
I A L
Formerly the Juvenile Instructor
Organ of the Deseret Sunday School Union
President Heber J. Grant, Editor
George D. Pyper, Associate Editor
Albert Hauer Reiser, Business Manager
Published Monthly at Salt Lake City, Utah, by
The Deaeret Sunday School Union
Price $1.50 a year, payable in advance
Entered at the Past Office, Salt Lake City, as
Second Class Matter.
Acceptance for mailing at speciai rate cff postage
provided for in Section 1103, Act of October 3,
1917, authorised on July 8, 1918.
' Copyright 1931 by Heber J. Grant, for the
Deseret Sunday School Unicfn.
Officers of the Deseret Sunday School Union
David O. McKay General Supt.
Stephen L. Richards 1st Asst. General Supt.
George D. Pyper 2nd Asst. General Supt.
John F. Bennett.. General Treasurer
Albert Hamer Reiser. General Secretary
members of the general board
David O. McKay
Stephen L. Richards
George D. Pyper
John F. Bennett
George M. Cannon
Horace H. Cummings
Henry H. Rolapp
Howard R. Driggs
Ciiarles H. Hart
Adam S. Bennion
Edward P. Kimball
Tracy Y. Cannon
T. Albert Hooper
Alfred C. Rees
Robert L. Judd
Charles J. Ross
Frank K. Seegmiller
Albert E. Bowen
P. Melvin Petersen
Albert Hamer Reiser
George R. Hill, Jr.
Elbert D. Thomas
Joseph Fielding Smith
George A. Holt
James L. Barker
T. Percy Goddard
David A. Smith
George H. Durham
Florence Home Smith Teasie Giauque
Inez Witbeck Lucy Gedge Sperry
Marie Fox Felt
Count Your Blessings
At a recent Fast Meeting, in a farm-
ing district hit hard by prevailing
market conditions, we made some in-
teresting observations. The people as-
sembled slowly, in rather gloomy mood.
Their countenances bore signs of
trouble and distress. However, during
the blessing of a half dozen darling
babies there was a noticeable brighten-
ing up of the atmosphere. Then they
sang our popular Sunday School song,
"Count Your Blessings."
When upon life's billows you are tempest
When you are discouraged, thinking all
Count your many blessing, name them one
And it will surprise you, what the Lord
At the end of the first verse the con-
gregation sat up a little straighter.
The spirit of the song seemed to grip
them. A new and compelling warmth
seemed to fill the house.
Are you ever burdened with a load of
Does the cross seem heavy you are call-
ed to bear?
Count your many blessings, ev'ry doubt
And you will be singing as the days go
Count your blessings, Name them one by
Count your many blessings, See what
God hath done.
Testimonies came thick and fast.
Sweet baby faces and blessings, with
the spirit of song mellowed by the
Spirit of the Lord, had done the mar-
velous work. It was a glorious meet-
This circumstance suggests the
thought that if we can get the same
spirit, during the coming holidays, as
was engendered in that Fast Meeting
we will have a happy time in spite of
conditions. What do a few hardships
mean in the final analysis? They are
but trifles in the great plan pi eternal
progression. The habit of counting
our blessings instead of our burdens is
a good one. The story is told of
Private Murphy of the British Army,
during the World War, -who had the
disposition to thank providence for
everything which came his way. After
being caught in a shell-hole, where
he was imprisoned for two days with-
out food, he crawled back into the
trenches one morning just as the last
of the stew was being rationed out to
the men. He received his portion in
his tin plate, and as he was about to
raise the first spoonful to his mouth,
one of his companions, a briUiant joker,
knocked his ^rm, and the whole mess
spilled on the ground. W^th a coarse
guffaw the joker cried, "Well, what
have you got now to be thankful for.
Murphy ?" With a broad grin, though
his stomach was ,gnawing through his
vitals, Murphy replied, "Thank [the
Lord] I still have my appetite!"
The Latter-day Saints have cause to
be grateful. They are more blessed
than many communities. A greater
percentage of the people own their own
homes. This in itself is a good pro-
tection against adversity. Our village
farm system, established by the pio-
neers, provides food for a larger per-
centage of population than other sys-
tems. iWe enijoy ;all the fruits of
modern science and invention. We
have love and courage, as evidenced by
the high wave of helpfulness in the
land. And above all we have the Gos-
pel of Jesus Christ the fruits of which
are "love, joy, peace, long-suffering,
goodness, faith, meekness, temper-
With these thoughts in mind The
Instructor extends to all its best wishes
A happy, joyous Christmas.
Dependence Upon God
That human wisdom alone cannot
guide the world out of the mess it ii
in, is the opinion of President Herbert
Hoover, judging frorh the concluding
paragraph of his recent address before
the American Legion Convention, as
follows : '
"With the guidance of the almighty
God, with the same faith, courage and
self-sacrifice with which you, backed by
the nation, won victory fourteen years
ago, so shall we 'win victory to-day."
It is as old as civilization that in
times of prosperity people are prone
to forget the God to whom they pray-
erfully turn when adversity comes. It
is well illustrated in American history.
George Wiashington fell on his knees
at Valley Forge and Abraham Lin-
coln acknowledged that he was "driven
to his knees when there was no other
place to go." In his proclamation of
March 30, 1863, President Lincoln
"We have forgotten God; forgotten the
gracious hand which preserved us in peace
and muhiplied and enriched and strength-
ened us. * * * We have become too self-
sufficient tO' feel the necessity of redeem-
ing and preserving grace, too proud to
pray to the God that made us. * * * "It
behooves us, then, to humble ourselves
before the offended Power, to confess our
national sins, and to pray for clemenc}'
Other presidents of the past have
called upon the people to give thanks-
giving to God for His goodness and
mercy, and to appeal to Him for help
in time of calamity. President Wilson,
during the great war, made frequent
appeals to the Lord for aid and com-
And now comes President Hoover
who says that victory over today's dis-
tressful conditions can only be accom-
plished "with the guidance of the Al-
It augurs well for any government
when its leaders have an abiding faith
in the Almighty, and the Nation gets
down on its knees.
By J. M. Sjodahl
Portentous are indeed the events
transpiring in the world today, and well
worthy of the attention of all. who,
like Simeon of old, or Anna, the proph-
etess, are looking for the coming of
the Redeemer. And among these
events, these signs of the times, the
disturbances in Manchuria demand our
On October 8th, word reached the
outside world that Japanese planes had
been dropping bombs on buildings at
Manshal, the provisioned capital of the
governor of Manchuria, and shortly
afterwards that Mukden, the capital,
had been occupied by Japanese armed
forces. At the same time, notice was
served on the world that Japan would
not tolerate interference in her affairs
'by the League of Nations, or Amer-
ica, or any foreign power.
Appeal to the League of Nations
But China appealed to the League.
On October 16, the question came up
before the Council of that body, at a
meeting, which was attended also by
a representative of the United States,
in addition to the members of the
Council, and on their invitation. Ja-
pan was, from the first, anxious to
keep the League out of the dispute.
Her claim was that her military opera-
tions in China were not "war," but
necessary measures for the protection
of her people and interests agaaist
bandits, and consequently outside the
jurisdiction of the League.
The Council and the United States
took another view, and, after a dis-
cussion that lasted for 11 days, ad-
vised Japan to evacuate the positions
held illegally, and to settle with China
by peaceful means. She was given
till November 16 to withdraw her
troops. On October 19, the Japanese
representative in Washington informed
Secretary Stimson that Japanese
troops had already begun their retreat,
and so, undoubtedly, they had, but at
the same time, reinforcements had been
sent to take their place. At all events,
hostilities continued, and on Novem-
ber 6, it became known that a three
days' battle had been fought about
a bridge over the Nonni river, with
many casualties on both sides. Judg-
ing from the reports, it is plain that
Japan commenced hostilities for the
express purpose of obtaining and keep-
ing a large part of Chinese territory.
Japan, since then, has formally re-
fused to comply with the suggestion of
the Council and the American govern-
ment. A meeting of the council has
been called for November 17, to meet
at Paris, and this meeting is still, at the
time of this writing, considering mea-
sures for the prevention of further
Politics and Religion
In order to understand the situa.-
tion, it is necessary to remember that
Japan is entirely in the hands of the
military power. Since 1887 the coun-
try has a constitution, but in the pre-
amble to this document, the purely mil-
itary -conception is embodied, that the
Mikado sits upon a "the throne of
a lineal succession unbroken for ages
eternal." As such he is revered, as
having come directly from the sun-
goddess. The belief is : "The empire
was entrusted, by the Sun-goddess, to
her descendants with these words: 'My
children, in their capacity of deities,
shall rule it.' For this reason, this
^''■' '9^' SIGNS OF THE TIME 721
country, since heaven and earth began, road, and obtained a lease on Kvan-
has been a monarchy. * * * The duty tung with the harbor of Dairen. Since
has therefore devolved upon us, in our then, the Japanese have colonized Man-
capacity of celestial divinity, to regulate churia quite extensively. Japan has
and settle it." a powerful military class, and those
The state religion of Japan is the familiar with the conditions claim that
Shinto. This is a religion with some this class is now exerting itself, in
good features, such as reverence for spite of the government and the com-
God as revealed in nature ; a firm belief mon people,
in the relationship between God and
man, and in the religious value of pur- ^ Chinese View
ity and cleanliness. Accepting the doc- The Chinese allegation is that the
trme of the divine origin and nature militarists in Japan have a well-defined
of their emperors, the Japanese are plan for world-conquest. The plan m-
loyal up to and beyond the point of fa- eludes the seizure of Formosa, which
naticism. They believe that they are was accomplished in 1894-5 ; the con-
the chosen people of God, and that the quest of Korea, which was done in
presence of God is manifested in the 1910; the next is the annexation of
emperor. They believe— and this ac- Manchuria and Mongolia, with a view
counts partly for their imperialistic to obtaining the pohtical and religious
policy — that Shintoism is destined to leadership of Asia,
become the universal religion and the This invasion of* China comes at a
savmg culture of mankind. Their duty, time vs^hen that country is more than
therefore, is to spread that religion and usually defenseless. For about twenty
culture, until the emperor of Japan years it has ibeen torn by internal
shall become the supreme temporal and strife, by which a condition of an-
spiritual ruler of the world." archy has developed, making it possible
The Japanese have, in their state for thousands of outlaws to live on
religion and their political conceptions robbery and murder. And then, last
the strongest possible motive for a summer, the country was visited by
policy of expansion. floods in which millions lost all they
Manchuria had, and many perished.
But they have also an ecomonic mo- ^ Terrible Calamity
tive, or, at least, so they believe. They Dr. Sven Hedin, the famous ex-
need more room for a rapidly increas- plorer, has said recently, that the
ing population. Manchuria is a large earthquake in Japan eight years ago
country with vast resources. It has was a small calamity, compared to
about 24,000,000 farmers, and, besides this catastrophe in China last sum-
the farms, a wealth of coal, iron and mer. The greatest river in China,
timber. Historically, it has been part which flows through the richest and
of China since 1616, when the Man- most populated district, overflowed its
churians conquered China and placed banks for a distance of a thousand
on the throne, an emperor, whose de- miles. The river, which ordinarily is
scendants ruled until 1912. Russia, in about a mile wide, became an elon-
1860, got part of the country with the gated lake. Three cities, Wuchang,
important hart)or of Vladivostok. Hankou and Hanyang, with a popula-
• In 1905 Japan invaded Manchuria tion of two million souls, were over-
success fully, hut obtained only a small; flowed, and quite large barges were
portion of the conquered territory. She navigating in the streets of Hankau.
was, however, given the privilege of More than 40, 000,000 starving human
building the south Manchurian rail- beings lost their homes. People were
seen to cling to the roofs of their
houses, until these collapsed, and the
unfortunate people were precipitated
into the water. To the military party,
these awful conditions were an invita-
tion to plunder.
Russia in the Background
Russia's interest in the Japanese in-
vasion is not yet revealed. But the
Russian communists have been quite
active lately, both at home and abroad,
proclaiming the customary falsehood
that the "capitalist countries" are all
in a league against Russia, and that
the Russians must be "prepared" to
defend her boundaries against the
United States, Great Britain, etc. Such
wild, unfounded statements can have
only one purpose, and that is to in-
flame the minds of the simple people
to such an extent, that when the lead-
ers give the word, their victims will
rush to the fields of carnage, as to a
In all probability, if Japan, as now
seems to be her purpose, keeps her
"sphere of influence" in Manchuria,
Russia will keep hers, and then the
two will, at some future time, have to
discuss the question of ownership be-
I hope the meeting of the Council of
the Leagtie, which is still in session,
may find some way of pouring the oil
of peace upon the waves of strife; that
the Master may be permitted to come
upon the roaring waters with his al-
mighty, "Peace, be still !" There is
no refuge, no other way to the harbor
of calm and safety.
I>. D. S. INDIAN SUNDAY SCHOOL, AT THE OLD SHBBIT INDIAN SCHOOIi
Walter F. Smith, Suyerintendent writes: "This Sunday School was orsanlKed
in June, T!vlth about a doxen Indian children. Today we Kave thirty enrolled Includ-
ing both children and adults. This it* the first time a Sunday Sdiool has been oon-
dueted here, and we are proud of the progress being made."
General Superintendency : David O. McKay, Stephen L. Ricbardi and Geo. D. Pyptar
Moderato. ALICE ThornlEY.
SACRAMENT GEM FOR FEBRUARY, 1932
Purify our hearts, our Savior,
Lrct us go not far astray,
That we may be counted worthy
Of Thy Spirit, day by day.
CONCERT RECITATION FOR FEBRUARY, 1932
(Ephesians, Fotuth Chapter, Eleventh and Twelfth Verses.)
"And he gave some, apostles; and some, prophets; and some, evan-/
gelists; and some, pastors and teachers;
"For the perfecting of the saints, for th^ work of the minibtt^y, for the
edifying of the body of Christ .
TWO AND ONE-HALF MINUTE
The First Talk
Our boys and girls have a great ad-
vantage in making their first talk early
in life. Those who begin early are most
likely to learn to sing, to play a musical
instrument, to be good public speakers.
As we .grow older our critical ability is
apt to out-strip our ability to create, and
we are too embarrassed and too self-con-
scious to try.
Many of the talks given by the boys and
girls are very good, and would do credit
to much older people, but they are not to
be valued chiefly for themselves, but for
the training and growth they give, for the
preparation they afford for the future cit-
izen and active worker in the Church,
The talk will consist of a beginning or
introduction, a middle or discussion, and
an end or conclusion. It is well to pre-
pare the discussion first. Think, talk and
read about the subject. Jot down any
point that occurs to you as you read,
preferably on a separate small sheet of
paper. Then later without rewriting,
you can go through it and throw away a
point, or by shufifling the slips of paper,
give it any place you choose in the talk.
Study the relation of the various points
to each other, and choose the main idea.
Arrange the points around this main idea,
according to place, time, or logic.
Then proceed to prepare the beginning
or the introduction to your talk. What
is there in the discussion, that the audi-
ence is interested in, that they know
something about, that they would agree
to, and that will lead naturally :'to the
discussion or the main part of the talk
itself? And how can you get from this
introduction or beginning to the talk
itself? You could begin by saying some-
thing about yourself, but this would not
lead to what you want to say, and it is
not interesting. You could tell an in-
teresting or funny joke, but if it has noth-
ing or little to do with your subject, you
had better not.
Having prepared the middle and the be-
ginning of the talk and how to get from
one to the other, it is now time to prepare
the ending. It may be a statement of
what your talk leads to, your conclusion,
a statement of what you want the people
to whom you are talking to believe, to
think, to do, or it may be a summary of
all you have said. It should be welll
thought out that it may be strong, and so
that you may be able to stop when you
are through. Then think out carefully
how you are going to get from the middle
of your talk — the discussion, to the end —
From the beginning to end of the talk,
remember that you are not simply giving
facts, but that these facts have a meaning,
that there is a message in them, and keep
this message in mind.
You will perhaps feel afraid when you
think of facing the people. This is na-
tural; in fact, it is doubtful if anyone could
ever learn to talk who did not feel the
thrill of it. But this fear will not flceep
you from remembering what you want to
say, and will not last after the first few
sentences if you have gone over it, over
and over again in your mind, and then
talked it in conversation to your boy or
girl friends, to your father or mother or
to your teacher. But do not write any
more than an outline of it, and do not
look at this while talking.
Prepare somewhat more material than
you can use. Fix the beginning, the end
of your talk, and how you get from the
beginning to the middle, and from the
middle to the end firmly in your mind,
and talk all of it to others in conversation
until you are thoroughly familiar with it.
Try not to think of yourself, but of the
message you have for the people and
having made the best preparation you
can, rely on your Heavenly Father to
cause anything that is not good to, be for-
gotten and everything that is good to
stick in the minds of your hearers.
References: Pittenger, Extempore
Speech; Public Speaking, Winans; Plat-
form Speaking, Collins.
Assignment: Let students and teacher
(or one to whom the responsibility has
been given) offer criticism (strong and
weak points) and means of improvement
of ideas and their arrangement in the two
and a half minute talks given in class.
MODEL TWO AND ONE-HALF
Paul's Sermon on Mars' HUl
In this speech Paul keeps in mind the
message, the facts, with which he has to
acquaint the Athenians; their present be-
liefs and manner of thought; and the pur-
pose of his talk — the use he desires to
make of the facts — the eflfect he desires to
produce upon . them.
In the Introduction he finds a common
meeting ground between their present be-
liefs and his message: "I found an altar
with an inscription *To the unknown God',
him declare I unto you," He brings his
message to them at the narrowest point
of the gulf that separates them.
In the Discussion he develops the facts:
God has created the world, He does not
dwell in temples, etc. As in the intro-
duction, Paul loses no opportunity to em-
phasize what he and the Athenians have
in common; 'Since we are of His blood
as some of your poets have said.' One of
the weaknesses in missionary writins and
speaking today is the prevalent failure to
study the beliefs, state of knowledge, ex-
perience, and prejudices of the readers or
audiences and how, in bringing our mes-
sage to them, to make the most direct,
sympathetic, and easiest approach.
Transition: God has been long-suffer-
ing and patient in the past.
Conclusion: God now calls on all men
to repent (including you).
Introduction: Ye men of Athens, I
perceive that in all things ye are too su-
perstitious. For as I passed by, and be-
held your devotions, I found an altar with
this inscription, To The Unknown God.
Whom, therefore ye ignorantly worship,
him declare I unto you.
Discussion: God that made the world
and all things therein, seeing that he is
Lord of heaven and earth dwelleth not in
temples made with hands; Neither is wor-
shipped with men's hands, as though he
needed any thing, seeing he giveth to all
life, and breath, and all things; And hath
made of one blood all nations of men for
to dwell on all the face of the earth, and
hath determined the times before appoint-
ed, and the bounds of their habitation;
That they should seek the Lord, lif haply
they might feel after him, and find him,
though he be not far from every one of
us: For in him we live, and move, and
have our being; as certain also of your
own poets have said. For we are aliso
his offspring. Forasmuch then as we are
the offspring of God, we ought not to
think that the God head is like unto gold,
or silver, or stone, graven by art' and
Conclusion: And the times of this
ignorance God winked at; but now com-
mandeth all men everj^v/here to repent;
Because he hath appointed a day, in which
he will judge the world in righteousness
by that man whom he hath ordained;
whereof he hath given assurance unto
all men, in that he hath raised him from
Uniform Lesson for February
Uniform Lesson for February 7th.
Subject: Honesty and Trustworthiness.
(Note: Some schools may find it de-
sirable, for the presentation of the Uni-
form Lesson, to combine the departments
into two groups, viz: One consisting of
the _ Gospel Doctrine and Missionary
Training classes, and the other composed
of the Lesser Priesthood, or "A" "B" "C"
The Uniform Lesson is intended for
all departments except the Kindergarten,
Primary and Church History.)
character and should be prominent char-
acteristics of every Latter-day Saint.
Suggestive Outline for Teachers
Text: Lesson Leaflet for February 7th,
found in quarterlies for Gospel Doctrine,
Missionary, Old and New Testaments and
Book of Mormon departments.
Supplementary References: Any con-
cordance or topical Bible; "Moral Teach-
ings of the New Testament", chapter 18,
19— Bennion; "The Life and Teachings of
Jesus; pages 278-288— Kent ; "The Work
and Teachings of the Apostles," pages 45-
Objective: To show that honesty and
trustworthiness are essential to good
I. The Ninth Commandment "Thou Shalt
not steal" Exodus; 20:15.
a. Types of Theft.
1. ITaking by Violence.
The holdup, thug, burglar, pick-
2. Taking by Cheat.
Embezzlement, fraud, deception,
sharp practice in barter and trade,
Distinguish between the "good trader",
so called, and the square dealer.
Are there such things as honest tricks
To what extent are you restrained by
the other man's ignorance?
What are the factors of an untainted
3. Taking within the Law.
(a) By advantage.
One industrial leader has said: "Better
try to be honest than try to be clever.
There is so much less competition in
How should conscience guide?
Is the Golden Rule applicable in marts
"Therefore all things •whatsoever ye
would that men should do to you, even
so do ye also unto them." — ^^Luke 6:31.
4. The Slanderer.
"Thou shalt not bear false /witness
against thy neighbor?
What relation does the Ninth Com-
mandment bear to the subject of honesty?
"Who steals my purse, steals trash, * * *
but Jhe who filches from me my good
name robs me of that which not enriches
him, but makes me poor indeed!"
Suggestions on Preparation and Pre-
sentation: This lesson can best be taught
by abundant use of concrete examples,
illustrations may be drawn from both
scriptural and secular /sources. The great
characters of the Bible, the Book of Mor-
mon, and 'Modern Church History may be
supplemented by examples from secular
history, e. g., Washington, Lincoln, Alice
Freeman Palmer and others.
Examples should be presented from
every day observations of the humble
duties of life as experienced by both
teacher and pupils.
The value of trustworthiness as a means
of developing spiritual power should be
Additional Helps and Illustrations
State how each of the following bears
upon the scriptures cited above:
1. A banker once asked the principal of
the L. D. S. Business College for a student
who could go into bank accounting. "I
desire," said the banker, "to know his
habits; does he smoke, drink, stay out late,
gamble? And who are his parents?"
"Why the last question?" inquired the
"Well," said the banker, "trustworthi-
ness runs in certain families, though it is
Can you explain what the banker
meant? Why do bankers prefer trust-
worthy to brilliant employees?
2. One young man has formed the habit
of early rising and retiring; another is
irregular in both respects. Which is more
3. When does a team win — on the day
of the game, or in the weeks of practice
that precede it? Explain. Describe how
to become a trustworthy player.
4. Was it his sudden resolve on the
night of the betrayal that made Judas un-
trustworthy? Or his previous course of
life? Prove your answer.
5. Can those be trusted who will not
trust others? Why not? Do we each
measure others by ourselves?
6. Alexander the Great, when overrun-
ning Greece, endeavored to bribe Phocian,
an Athenian general, surnamed The Good.
He offered him riches and his choice of
four cities in Asia. The answer of Phocian
bespoke the spotless character of the man:
"If Alexander ^really esteems me." he said,
"let him leave me my honesty." Are we
in need of Phocians in public life today?
7. Are there even great men who can be
Demosthenes, the eloquent, visjted Har-
palus, one of Alexander^ chiefs, and
showed admiration of the chief's beautiful-
ly engraveed cup of gold. "How much
will it bring?" he asked. "It will bring
you twenty talents," the chief answered.
That night the cup was sent to Demos-
thenes, with twenty talents in it. The
present was not refused, but the circum-
stance led to the disgrace of the orator,
who soon after poisoned himself.
8. Are there men whom the lust of
oflfice cannot kill, nor the spoils of office
Wellesley, afterwad Duke of Welling-
ton, was offered a large sum from an In-
dian Prince for a certain court secret.
Sir Arthur looked quietly at the mes-
senger and said: "It appears, then,
that you are capable of keeping a secret?"
"Yes, certainly." "Then so am I," said
the English general. He refused the offer
and bowed the minister out.
9. What seems to be the greatest need
in public life today?
ACCOUNTING FOR EVERYONE—
The year 1931 has been devoted to ac-
counting for everyone. Every ward has
been divided into districts and every home
in every district presumably has been
visited by fact-finders. By them a "Fam-
ily Record" form has been filled out. For
Latter-day Saint Families the information
has ibeen rather complete and detailed.
The recommendations of the General
Board are that the names appearing upon
the Family Record Forms be classified
into rolls corresponding to the Sunday
School departments. The names of all
children four to six years old inclusive
will be placed upon the Kindergarten
record. All seven to nine inclusive upon
the Primary record; all ten and eleven —
Church History; all twelve to fourteen in-
clusive on the "A" Department record;
all fifteen to seventeen inclusive on "B"
record; all eeig-hteen to twenty in "C"
Department; all twenty-one and over on
the Gospel Doctrine Department record —
which may be divided among the Elders,
Seventies and High Priests.
These classified lists of all Latter-day
Saints in the ward are the materials which
enlistment committees of teachers, pupils
and specially appointed workers are to use
in visiting every person and winning
everyone to activity.
Foresighted Sunday School workers in
many stakes have pushed the accounting
work through to completion and now are
devoting themselves to the task of utiliz-
ing to best advantage the facts found by
those who made the house to house sur-
vey. The classifications specified above
have been made. Purposeful enlistment
work has been started and is being pur-
sued with diligence and intelligence.
As the classified lists are put to use the
enlistment workers make a very import-
ant discovery — that the most efTective" en-
listment work can be done only by per-
sonalizing enlistmen,t efforts.
An enlistment worker given a list of
twenty persons unenrolled soon discovers
that he cannot aproach everyone of
them in the same way. He must use a
different appeal in each case. Reasons for
inactivity are different. Time of visit as
a factor will differ. *
For these reasons he finds it desirable
to reclassify his list. He also finds it
desirable to preserve special memoranda
relating to each person.
The Sunday School in making assign-
ments of its members to classes must
consider each member as an individual.
Individual card records are developed
to meet these needs in a convenient and
The Brigham City Fourth Ward Sun-
day School, C. O. Roskelley, Superintend-
ent, (Brigham Gity, Utah) has developed
a compact card system for enlistment and
personal accounting purposes. Exchange
of forms used by other wards and stakes
is desired by these workers.
Granite Stake has an individual card
system also. Superintendent is Clyde
Hansen, 1314 Stratford Avenue, Salt Lake
Other stakes and wards which have de-
veloped isystems for 'this purpose arc
requested to send to the General Secre-
tary 47 East South Temple Street, Salt
Lake .City, Utah, samples and names of
persons who can explain their systems so
they may be passed on to others who may
THE 1931 ANNUAL REPORT
The Annual Report is important every
year because it constitutes the ward super-
intendent's account ,of the manner in
which he and his associates have dis-
charged the responsibility given them for
teaching the Gospel.
This year the Annual Report is of un-
usual importance because it is the ward
superintendent's account of the progiress
he and his associates have made in "ac-
counting for" and teaching the Gospel to
The year 1931 has been devoted to the
campaign of accounting for everyone in
the hope of bringing in and holding every-
one through the power and inspiration of
the Gospel, well-taught, in Sunday Schools
full of beauty and inspiration. The
year 193il will hereafter be regarded
as an important year because it is the first
year in the second century of the Restora-
tion and because in it the Sunday School
workers of the Church set for themselves
the objective of Accounting for Everyone
and bringing them in. It will always be an
important year because the objective un-
dertaken in it is a permanent one to which
every succeeding year is committed.
Every year hereafter must show gains
over 1931 as 1931 must show results of
the preliminary efforts at accounting for
everyone and bringing them in.
The objective of 1931 when compared
with the modest objectives of former
years is remarkable for its boldness and
for its stirring challenge to the future.
For these reasons the 1931 Annual Re-
port must forever be important. Here-
after it will be referred to in the wards
and stakes of the Church as the year in
which we made our first united-Church-
wide effort to discharge our complete re-
sponsibility to serve everyone. The year
1931 becomes the standard by which we
may measure all future effort, gaining
satisfaction at the improvement made, re-
newing our resolution and redouWing our
efforts to make every year as great or
The Annual Report fqr 1931 must be
distinctive in one important respect also;
namely, in its Reliability. This valuable
quality can be produced by efforts to
make it accurate and complete.
Secretaries are being instructed to give
their best to the report this year to the
end that it will be thoroughly reliable,
Superintendencies of Sunday Schools —
ward and stake — are held responsible for
it. Please, therefore, cooperate with the
secretary in producing a thoroughly re-
Kable report for 1931. To this end read
the instructions to secretaries in this issue
of The Instructor.
The New Ward Monthly Reports
These new monthly reports are de-
signed to give you a month to month con-
trol of the forces which make your efforts
successful. The General Board through
careful monthly studies of the reports is
gaining a new viewpoint of Sunday School
conditions and needs.
Throughout the months of 1932 it is
hoped the reports will be forthcoming
promptly from every ward in the Church.
The General Board, to show its interest
in the reports, its appreciation of their
value and its desire to keep in close touch
with ward and stake progress, will send
to Stake Superintendents free of charge
a year's supply of these report forms for
1932. This will give every Sunday School
the means of (and there will be no ex-
cuse for failure in) reporting every
month. The wards should preserve their
year's supply with care to avoid loss or
damage, because any forms needed in
addition to those sent free must be pur-
The whole-hearted cooperation of all
superintendents in the campaign to get a
report every month from every school is
DIME FUND HONORABLE MENTION
The following schools contributed 100%
to the 1931 Dime .Fund, but report was
not received in time for publication in an
Billings, Montana, Duluth, Minn.,
Grand Forks, N. D., and St. Paul, Minn.,
Sunday Schools of the North Central
First, Third, LeGrand, Liberty and Yale
Wards of Liberty Stake.
Fort Hall Sunday School of Blackfoot
Victor, and Jackson Sunday Schools of
Emerson Sunday School of Minidoka
American Fork First Ward, Alpine
Chesterfield and Lund, Sunday Schools
of Idaho Stake.
Kanab, Mt. Carmel and Moccasin Sun-
day Schools of Kanab Stake.
Mt. Trumbull, Pine Valley, Santa Clara
and Washington Sunday Schools of St.
College West, jLogan Eighth, Provi-
dence First, River Heights and Stake
Board of Lqgan Stake.
Mohrland Sunday School of Emery
Grant -'Sunday School of Rigby Stake.
Draper Sunday School of East Jordan
Hyrum Second, Hyrum Third, Mendon
and Wellsville First Ward Sunday
Schools of Hyrum Stake.
Shelley Second Ward of Shelley Stake.
Columbia, and Scofield Sunday Schools
of Carbon Stake.
Fourteenth, Seventeenth, Twenty-fourth,
Twenty-ninth, Thirty-fourth, Capitol Hill,
Primary Convalescent Hospital Sunday
Schools and the Stake Board of Salt Lake
Lindon, Pleasant Grove First, Pleasant
Grove Second, Pleasant Grove Third, and
Windsor Wards of Timpanogos Stake.
Lehi First, Second, Fourth, Fifth and
Fairfield Wards of Lehi Stake.
Monticello Ward Sunday Schools of
San Juan Stake.
Logandale, Bunkerville, Overton and
Mesquite Sunday Schools of Moapa Stake.
Mesa Third, Mesa Fourth, Tempe and
Pine Sunday Schools of Maricopa Stake.
Gila and Globe, Arizona, Sunday
Schools of St. Joseph Stakes.
Eagle, Kuna and Ontario Sunday
Schools of Boise Stake.
Daniel, Heber First, Second, Third and
Midway Second Ward Sunday Schools of
Alameda, Burlingame, Dimond, Mission,
Oakland. San Francisco, Sunset and Wal-
nut Creek Sunday Schools of San Fran-
An Important Question
"Ask the average politician about unemployment and a solution to
the economic depression and what does he say?
"He begins talking about the return of light wines and beer and
the five-day week.
"It is more important to us to be able to buy a square meal and
have a surplus than to know where we can buy a drink," — Governor
(Alfalfa Bill) Murray of Oklahoma.
George R. HUl, Jr^ Chairman: James L. Barker and J. Percy Goddard
GETTING A LESSON READY
Choosing the Objective
See October Instructor.
For the purpose of illustrating steps
followed in getting a lesson ready for
teaching the New Testament lesson
"Christ Chooses His Apostles" (May,
1932) will be used as a model. This
analysis will be presented in this and two
other issues of The Instructor.
Gather Random Thoughts
In reading the text which follows we
shall note any random thoughts of inter-
est that may occur to us. It is well to
write these as we go along.
Text of Lesson and Thoughts Occurring
While Reading It
Matthew Chapter 10
1. And when he had called unto him
his twelve disciples, he gave them power
against unclean spirits, to cast them out,
and to heal all manner of sickness and
all manner of disease.
Jesus gave his disciples power and
authority. (Thought 1.)
2, 6. Now the names of the twelve
apostles are these; The first, Simon, who
is called Peter, and Andrew his brother;
James the son of Zebedee, and John his
brother; PhiHp, and Bartholomew;
Thomas, and Matthew the publican;
James the son of Alphaeus, and Lebbaeus,
whose surname was Thaddaeus; Simon
the Canaanite, and Judas Iscariot, who al-
so betrayed him. These twelve Jesus sent
forth, and commanded them, saying, Go
not into the way of the Gentiles, and in-
to any city of the Samaritans enter ye
not: But go rather to the lost sheep of
the house of Israel.
Jesus chose twelve disciples. (Thought
Jesus sent his disciples to preach to
the Jews only. (Thought 3.)
5, 6. These twelve Jesus sent forth, and
commanded them saying, Go not into the
way of the Gentiles, and into any city
of the Samaritans enter ye not: But go
rather to the lost sheep of the house of
_ What the Lord may command at one
time, he may not command, or may com-
mand the opposite at another. (See "Go
ye into all the world," etc. Mark 16:15.)
7, 8. And as ye Ko, preach, saying. The
kingdom of heaven is at hand. Heal the
sick, cleanse the lepers, raise the dead,
cast out devils; freely ye have received,
The mission of the Twelve was to bless
the people by preaching the Gospel, heal-
ing the sick, casting out devilsi, and rais-
ing the dead. (Thought 5.)
9, 14. Provide neither gold, nor silver,
nor brass in your purses, nor scrip for
your journey, neither two coats, neither
shoes, nor yet staves: for the workman is
worthy of his meat. And into whatso-
ever city or town ye shall enter, inquire
who in it is worthy; and there abide till
ye go thence. And when ye come into
an house, salute it. And if the house be
worthy, let your peace come upon it:
but if it be not w^orthy, let your peace
return to you. And whosoever shall not
receive you, nor hear your words, when
ye depart out of that house or city, shake
off the dust of your feet.
They were to give the people a chance
to (Sacrifice something for them and their
cause, by staying with them in their
homes. It also served to help apostles
abandon pride and aloofness and to
mingle with the people in intimate fel-
lowship. (Thoughts 6 and 7.)
16. Behold, I send you forth as sheep
in the midst of wolves: be ye therefore
wise as serpents, and harmless as doves.
The disciples were to rely not only on
inspiration, but on thefir own wisdom.
16, 17. Behold, I send you forth as
sheep in the midst of wolves: be ye there-
fore wise as serpents, and harmless as
doves. But beware of men: for they will
deliver you up to the councils, and they
will scourge you in their synagogues;
The disciples will be pursued by the
civil and religious authorities. (Thought
19, 20. But when they deliver you up,
take no thought how or what ye shall
speak; for it shall be given you in that
same hour what ye shall speak. For it
is not ye that speak, but the Spirit of
your Father which speaketh in you.
The disciples shall rely on inspiration
to dictaite what they shall say. (Thought
32. Whosoever therefore shall confess
me before men, him will I confess also
before my Father which is in heaven.
The Lord will acknowledge those who
acknowledge him, (Thought 11.)
34. Think not that I am come to send
peace on earth: I came not to send peace,
but a sword.
The Gospel brings peace only to those
who accept it. (Thought 12.)
Aiark 3:13, 14, 15. And he goeth up in-
to a mountain, and calleth unto him
whom he would: And they came unto
nmi. And he ordained twelve, that they
should be with him, and that he might
send them forth to preach, and to have
power to heal sicknesses, and to cast out
We chose twelve in order that they
might be with him and in order that tie
might send them to preach, that they
might heal the sick and cast out devils.
Mark, Chapter 6:10. And he called un-
to him the twelve, and began to send
them forth by two and two; and gave
them power over unclean spirits.
He sent them forth "TWU BY TWO."
Luke, Chapter 6:13. And when it was
day, he called unto him his disciples: and
of them he chose twelve, whom also he
He caUed the twelve, "APOSTLES."
John, Chap'ter 1:47, 48. Jesus saw
Nathanael coming to him, and saith of
him, Behold an Israelite indeed, in whom
is no guile! Nathanael saith unto him,
Whence knowest thou me? Jesus an-
swered and said unto him, Before that
Philip called thee, when thou wast un-
der the fig tree, I saw thee.
Through revelation, it was made known
to Jesus whom to choose as apostles.
Which truth shall we teach or shall we
teach them all?
The mind is able to pay attention profit-
ably to but one thing at a time: like a
sun glass, it must focus its rays on a
single point. We may teach them but
one truth or a group of truths subor-
dinated to it but serving to establish the
We now have to consider then the
thoughts we have noted while reading the
text in regard to their relation to each
other, in regard to their relative import-
ance, their possibilities of motivation and
application, and other tests which may be
applied to them as suitable objectives for
As we go over the possible objectives
it is well to keep these standards and tests
in mind that they may serve as a measur-
ing scale for each objective proposed.
"Our aim or objective (truth) for the
lesson should be such as, taken together
with the objectives of other lessons, will
tend to bring about our general purp&se.
(See Leaflet, Learning and Doing, Octo-
ber, 1931, Teacher Training Lesson.) It
should tend to increase appreciation, in-
crease knowledge, create faith, incite to
action, lead to habit formation and char-
acter development, and should aid in se-
curing a testimony of the Gospel and the
companionship of the Holy onost. it
should grow out of as many ot the facts
of the lesson as possible. (If it is riot
inherent in the lesson, it will seem in-
sincere.J It should be distinctive of the
ijospel of the Savior."
it will gain in clarity, if it is brief and
pointed, and stated in sentence form.
The Test of Motivation
The motivation of the objective must
present no difficulties.
The teaching of the objective "must
make appeal to native impulses and de-
sires: curiosity, imagination, contidence,
desire for approval, desire to do things,
to the courageous and the heroic, the
"gang" instinct and the instinct of lead-
ership. All such appeals to impulses and
desires should have a direct relation to
the aim or objective and not be used for
their own sake.
Thinking in terms of subject-matter
and not in terms of the pupil may result
in the absence of motive or in the use of
motives that are too vague and remote.
See Instructor for November.
The Test of Application
The aim (objective) should lend itself
to the solution of problems leading to
"right habits of thinking and speaking,
right habits of choosing, right habits of
action," and thus to character develop-
ment and the right self-expression of the
There must be a field for the applica-
tion of the truth contained in the ob-
jective. If possible, it should lead to ac-
tion, to doing. Sec leaflet. Learning and
Let us now apply these tests of the ob-
jective to our random thoughts while
reading the Lesson:
"Jesus gave his disciples power and
authority." (Thought 1.)
In what part of the lesson is this truth
What appeal can you make to native
desires and impulses?
In the solution of what problems would
you use it?
'The Lord will acknowledge those who
acknowledge him." (Thought U.)
Does this apply to a part or all of the
Can it be used equally well in teaching
some other lessons?
Is it easily motivated?
Is it possible to suggest problems in-
volving right judgments and choices or
action in its application?
"Jesus called his apostles through rev-
elation." (Thought 16.)
Does this really grow out of the les-
son? Or is it an inference that might be
TEACH Ek TRAINING
disputed? If so. is it really inherent in
"Jesus chose twelve apostles."
"Jesus gave his apiostles power and
authority." (Thought 1.)
"The mission of the twelve was to bless
the people by preaching the Gospel, heal-
ing the sick, casting out devils, raising the
dead." (Thought '5.)
"The apostles were to rely not only on
inspiration, but on their own wisdom."
"The apostles shall rely on inspiration
to dictate what they shall say." (Thought
"Jesus had more than human wisdom
in choosing his apostles." "What the
Lordi may command at one time, he may
not command, or he may command the
opposite, at another." (Thought 4.)
"He chose twelve in order that they
might be with him, and in order that he
might send them to preach, that they
might heal the sick and cagt out devils."
Is each one of these true and inherent
in the lesson?
Does any one of these thoughts taken
by itself cover more than a part of the
Do they have any relation to each
other? If so, what relation?
Test for Supporting Facts
Could they be used as supporting truths
for a general objective that may be stated
as follows: "The Lord suitts the teach-
ings and the organization of His Church
to the needs of the people?"
Which facts_ would be available in sup-
port of the objective. The aim determines
the choice and use to be made of the
facts? As supporting the objective con-
sider these facts:
(1) The apostles at one time were told
to "Preach only to the children of Is-
rael." Later: 'Go ye to all the world."
Time of the primitive apostles and
now: Preach tp all the world.
(2) Signs were given in the Old Testa-
ment (because they did not have, under
the lesser law, the testimony of the Holy
But Jesus said, "It is a wicked and
adulterous generation that seeketh after
3. Organization in time of Savior:
Given as needed. Organization in time
of Moses: Given as needed to suit de-
velopment of people. Organization in
time of Joseph Smith: Given as needed.
. Test for Application
Would it lend itself to application?
Could we ask "If the authorities today
should change some part of the organiza-
tion or instructions to the Church in seem-
ing contradiction with the past, what
should our attitude be towards the change
"How can we test changes in doctrine
and organization in the history of the
Christian Church? Of our own?" (Suited
to needs of people, efficiency, etc.)
"Apart from what our reason might tell
us, what would be the supreme test of
doctrine or organization?" (Spirit of testi-
Test for Motivation
Interested in our subject-matter, have
we forgotten the age of our students (12
to 14 years) and the difficulty of proper
naotivation of the lesson? To what de-
su:^ impulses, ins,tincts, or interests shall
In a lesson, at first sight, apparently
not very rich, we have become entangled
in the wealth of suggestions that have
come to mind, how shall we find our
When Objective Fails to Meet These
Tests, Renew Search
We discuss the subject with others, we
read references bearing upon it, and we
further think and talk about it. Per-
haps the following will occur to us:
"The Twelve traveling counselors are
called to be the Twelve Apostles, or spe-
cial witnesses of the name of Christ in
all the world."
Does this as an objective lend itself to
concrete application in the doing of some-
Does it grow out of as many of the
facts of the lesson as possible?
What appeal shall we make to native
interests, impulses, desires, etc., to grip
the interest of the class? How shall we
motivate this objective?
When opposition developed to the Sa-
vior's wish, He did not yield, but re-
doubled His efforts ("He multiplied him-
self by twelve.")
Can this be made to appeal to some
native impulse or trait?
To the solution of what problems or.
to what situations may it be applied?
Can we find some objective that will
include a number of these thoughts as
supporting truths or sub-aims?
Assignment for Union Meeting
Apply the foregoing tests to this ob-
The Lord will repudiate us even though
we are members of His Church, if we do
not live consistently. The Lord will honor
us in our position, if we honor our mem-
bership and Priesthood.
L I B R A, R I E S
T. Albert Hooper, Chairman; A. Homer Reiser and Charles J. Ross
"THE FALLING AWAY"
"The Falling Away", a new book by
Elder B. H. Roberts has just been issued
from The Deseret News Press. The
Volume, handsomely bound, contains the
series of discourses delivered by the
author over radio station KSL, beginning
March 10 and closing June 30, 1929.
The theme of the book, as the title dis-
closes is the great apostasy from the
church that was established by Christ
and his apostlas. The discourses are a
brilliant exposition of the forces of dis-
integration that set in soon after the
ascension of Christ and worked their
spiritual havoc through the long period
of time intervening, down to the new dis-
The motive of the writer is not de-
structive in any sense. It is rather a
purpose of showing the need for a new
dispensation, by estabhshing the fact of a
universal falling away from the Christian
faith and doctrines. Elder Roberts' central
aim in this work is to establish the credibil-
ity of Joseph Smith's proclamation of the
restoration of the gospel. He argues that
had there been no apostasy there would
be no occasion for a new dispensation.
He proceeds with infinite care to review
the history of the church from the begin-
ning in order to demonstrate that Chris-
tendom at the opening of the nineteenth
century was in a state of confusion, and
offered a pathetic picture of strife and
perversion of the true faith.
Though most of the discourses Ideal
with eras of apostasy and centuries of
discord, the ultimate message of the book
Is one of hope and salvation for the world.
The Three discourses on the Restoration
read like the happy outcome of an other-
wise tragic story. You feel at the end that
the author has performed a necessary but
melancholy task, only that he might in-
vest with true meaning the unique claim
of the iChurch of Jesus Christ of Latter-
Every member of the church especially
men who hold the Priesthood should read
this book. It is indispensable to mission-
aries both at home and out in the world,
for it is without any doubt, the best book
yet offered on the apostasy. Every ward
and Sunday School library should obtain
a copy of this book for the use of teachers.
Published by the Deseret Book Com-
pany, Salt Lake City, Utah. Price $1.50.
— T. Albert Hooper.
S E C R E JAR I E S
A. Hamer Reiser, General Secretary
1931 ANNUAL STATISTICAL AND
Forms for the 1931 Annual Report have
been forwarded to Stake Superintendents.
Ward forms will be in your hands no
doubt before you read these Instructions.
Compilation of the Annual Report will
be easier this year than ever before. The
new monthly reports have prepared the
way. Study the annual report _ carefully
and you will see what information is de-
sired and how much of It the monthly
reports will help you get. If you have
prepared the monthly reports regularly
and have kept up the quarterly summaries
in the new minute book, the compilation
of a greater part of the annual report Is
a matter of only a few minutes time.
The questionnaire In the back of the an-
nual report can be filled out most satis-
factorily with the cooperation of the mem-
ber of the superlntendency who is respon-
sible for Records and Reports. Ask him
now to help you get that Information.
You need not wait until the last Sunday of
the year for all of it. Much lean be ob-
tained right now. For example, questions
No. 4, 6, 7, 8, 9, 10, 11, 12 (except for
December,) 13, 14, IS, 16, 17, 19, can all
be answered now In pencil and If there 'is
any change in the facts before the end of
the year, it will be slight and the answers
can easily be revised to conform thereto.
Your whole report is discredited and
looked upon with suspicion of Its being
unrehable and false, if it is not in balance.
The rules stated in section 3 of the
"Instructions" for compiling the report
(which "Instructions" are printed on the
report forms) are designed to produce
absolute piathematical balance in your
report. Study these rules carefully. They
are not intricate or complicated. Apply
each one theoretically to the form, follow-
ing it through, and you will readily under-
stand how the desired mathematical bal-
ance is produced. From this procedure
you will gain a sense of accuracy and bal-
ance which when put to work finally upon
the report will assure its accuracy. It
will give you that thrill ,of satisfaction
which comes from the knowledge that
your workmanship is good and true.
When you send the report off to the
Stake Secretary, with everything complete
and correct and the report ahead of time
you should receive your pay check: "Pay
to the order of 'Our Secretary' satisfac-
tion worth more than $ and c." It will
be drawn on the Bank of Confidence and
signed by "A Good Conscience". You
should deposit it in your Integrity Fund
to be used throughout your life in creating
an investment of Sound Character, which
will pay you regularly handsome divi-
dends of Self-Respect, Honor and Joy in
times of Depression as well as in periods
of Prosperity. Through such a Fund, to
which you should add regular deposits of
the same quality, you can build an Estate
of Respect and Honor to leave to your
loved ones, which will help them imore
than all the money in the .world.
Now read the "Instructions" on the re-
port forms. _ Resolve now to follow them
absolutely in every detail. Carry your
resolve into effect Now. ■ Put your
records in order. Begin now getting all
the information you can. Be sure the
report has mathematical balance, and that
it reports the facts about your ^cIu^L
Give the superintendency opportunity to
audit it. Insist upon their doing so be-
fore they sign it. Do all this, beforte
January 10, 1932, and see how many days
before that date you can get it safely into
the hands of the Stake Secretary.
CHORISTERS Mm ORGANISTS
Eduxn-d P. KimbaU, Chairnuin; Tracy Y. Cannon, Vice Chairman; P. Mehjin Petersen
and George H. Durham
emotion,_and directs technic."
Technic implies in its widest sense,
3. faultless mastery of every mechanical
difficulty occurring in the music, and its
performance in the required tempo with-
out perceptible effort.
In harmony with the definitions here
given it imay be concluded that talent
is the first requisite the interpretative
artist_ must possess and that the three
additional requisites are emation repre-
senting the aesthetical element, being the
highest; intelligence representing the sci-
entific element, coming next; technic rep-
resenting the mechanical element, the
Emotional Expression Without
Emotional expression, being impulsive
and warm rather than thoughtful, comes
forth spontaneously on the inspiration
of the moment, either in tenderness or
passion, in gentle murmuring or wild
abandon. Discarding all preconception
or planning, it is carried away headlong
and heedless of restraint, without taking
due notice of either means or detail.
Though sometimes beautiful, yet often
caricaturing the noblest and deepest feel-
ings, it generally oversteps the hmits
of moderation and good taste and de-
generates into the ludicro is, thus con-
PRINCIPLES OF MUSICAL
Expression in music is the effective
utterance of musical thought and feeling.
Its highest manifestation comes through
the artist who possesses talent, emotion,
intelligence and technic in perfect bal-
"Talent implies a peculiar aptitude for
a special employment." It is a gift that
is not acquired. It rarely slumbers, and
it will respond when ' appealed to. It
may be cultivated to a high degree
through untiring diligence, but it cannot
be implanted within one by human en-
"Emotion comprises all that warmth of
feeling emanating from the soul, which
can neither be analyzed nor imparted:
that divine spark, the 'feu sadre', which
is ^iven to some elect natures only;
that source of all artistic creation, 'fan-
tasy, imagination'; that sixth sense, 'the
power of conceiving and divining the
beautiful', which is the exclusive gift of
God to the artist."
The term jlntelligence presupposes ca-
pacity, and comprises all musical attain-
ments that are teachable. It includes
skill and knowledge, good taste and
sound judgment. "Intelligence aids and
corrects talent; it guides and regulates
verting into positive defects the very
elements of beauty it possesses. Hence,
it follows, that left to itself and unguided
by intelligence, emotional expression is at
its best only the fitful effort of exaggerat-
ed sensibility; neither artistitc nor schol-
arly; more often a nuisance than a thing
of beauty, and therefore, the least de-
Listen to sentimental lady performers
overflowing with emotion, or to the ner-
vously sensitive, or to the immature mu-
sician imagining himself to be aesthetical.
Mark how they proceed by fits and starts;
accenting always violently, and generally
in the wrong places; torturing you with
sudden and uncalled-for changes from
fortissimo to pianissimo, with out-of-time
playing which they believe to be rubato,
and with mostly exaggerated efforts,
which, no doubt, spring from their inner
feelings, but with which the mind and
understanding have nothing to do.
Intellectual Expression Without Emotion
Intellectual expression, being calculat-
ing and cold rather than impulsive, is
essentially scholarly and in all cases in-
dispensable. A purely intellectual per-
former will analyze a work scrupulously
to arrive at a judgment of its distinctive
characteristics and to get at the author's
meaning. He will then form in his
mind a plan, even to the minutest
details, and execute the composition ac-
cording to that plan, without deviating
"Distinct but distant; clear, but oh, how
This is intellectual expression in the
abstract, yet it has its attractive side,
which is to .be found in the perfection
of details, as painting in miniature; in
scholarly interpretation, shading, phras-
ing and accentuation. An intelligent mu-
sician, without an atom of emotion, can
yet, by these means, make his playing so
intellectually expressive and interesting,
that though, to use a German distinction,
he may not aufregen, that is, excite, he
may yet anregen, that is, animate. .It
must, at any rate, be conceded that in-
tellectual playing, with the exclusion of
the emotional, is greatly preferabale to an
emotional performance, with th^ exclu-
sion of the intellectual. .Who would not
rather listen to an intelligent player with-
out emotion, than to an emotional one
Em,otional and Intellectual Expression
When the fire and impulsiveness of
emotion are held in check by the restrain-
ing and regulating influence of intellect;
when the repose and positiveness ^f the
latter are stirred by the spontaneous
inspiration of the former, the one sup-
plying what the other lacks, both going
hand-in-hand; then this blending of soul
and brain, accompanied iby faultless tech-
nic, results in the highest attainable ex-
ecutive perfection and artistic beauty.
It may now be concluded that this is
the only artistic kind of expression, and
of the highest order.
"Intellectual expression," though indis-
pensable, is merely scholarly.
"Emotional expression" is spasmodic,
and may be dispensed with.
In reference to the question, "Which
of these modes of expression is teach-
able?" it must be remembered that_ ex-
pression is isimply the agent of either
emotion, or intelligence, or both; that
these are the motors on which its very
existence depends, and that, unless the
motor is teachable, expression thereof
cannot be acquired. Emotion cannot be
taught, but, as a grain of s^ed, lacking
warmth and moisture, remains an un-
fruitful seed till the proper agencies are
applied which cause it to ^germinate, so
emotion (unHke talent) may slumber in
the young musician's breast and burst
forth whenever the right chord to the
soul is touched. Many outer influences
acting on our inner Hfe, may cause the
awakening of the soul. For instance:
Emulation, ambition, sudden and violent
changes, grief, misfortune, and, above all,
awakening love. But even should emo-
tion remain latent, intelligence still is
accessible. Jt is therefore _ intellectual
expression only that can be imparted.
The extent to which intellectual ex-
pression can be imparted depends on the
extent of intellectual capacity; for as far
as this capacity reaches, just so far is
its expression teachable." Adolf F.
Christiani in his book ("The Principles of
Expression in Pianoforte Playing."
1. What practical results should come
to Sunday School choristers and organists
through a discussion 'of the principles
of musical expression?
2. Can a person with a winning per-
sonality but possessing very little musical
talent be a successful chorister? Why, or
3. Give reasons why a highly emotional
rendition of a piece of music may be
4. State your idea of the value of the
emotional element in devotional music.
5. How may intelligence correct talent,
regulate emotion and guide technic?
6. Does technic comprise more than
7. What is your idea of a well-'balanced
rendition of a musical composition?
(To be continued)
General Board Committee: George M. Cannon^ Chairnum; George R. Hill, Jr., Vice
Ckaimmn; Houvard R. Driggs €md Frederick J. Pack
LESSONS FOR FEBRUARY. 1932
First Sunday, February 7, 1932
Uniform Lesson Subject: Honesty and
Text: Sunday School Leaflet. (For
teachers' outline, see Superintendents' De-
Second Sunday, February 14, 1932
Lesson 6. The Nature of God.
It is well to bear in mind that although
numerous theories are extant with respect
to the nature of God, yet the only reliable
information concerning this matter comes
from those who have actually seen Him
or from those who possess prophetic
vision. All information derived from this
source points unmistakably to the fact that
Deity possesses a body similar in form to
that of man. Discussion of the following
topics should make this matter clear.
(a) Visitations of Deity in olden times.
(b) Personality of Jesus.
(c) Personality of Jesus after the Resur-
(d) Visitation of the Father and Son to
(e) Objections to a personal God.
Third Sunday, February 21, 1932
Lesson 7. Relationship of Man to Qod.
It has been learned through revelation
that man is an actual child of God, and
that by proper living he may eventually
approach the capabilities of the Father.
This fact accounts for the intense interest
which Deity has in the welfare of man-
kind. Man's possibilities are accordingly,
endless. The rate of man's progression
is determined by the degree of his devo-
tion to good works and obedience to Di-
vine law. Time, of course, is an important
element. There is no more glorious con-
ception otf God than that he is the ver-
itable father of the human race, devoting
his entire energies to its welfare and
Topics for discussion:
(a) Man the offspring of God.
(b) Deity's interest in His children.
(c) Man's future possibilities.
(d) Progression dependent upon obedi-
(e) All to the glory of God.
Fourth Sunday, February 28, 1932
Lesson 8. Man's Personal Existence.
Man's earthly existence is merely an
incident — an important one — in his entire
career. He existed for almost intermin-
able periods of time before he came to
earth and will continue eternally after he
leaves it. Revelation has definitely an-
swered the question of the nature of life
and the origin of man's spirit, and of goal
of future existence. These truths may
be discussed under the following head-
(a) The mystery of life.
(b) Nature and origin of life.
(c) Man's premortal existence.
fd) Effect of man's premortal conduct,
(e) The council in heaven.
Capitalize Your Losses
By Bertha A. Kleinman
It's great to capitalize on luck
And specialize on chances ;
It's better to compound your pluck.
Mid adverse circumstances.
It's great to tread and visualize
Mid heights and powers imperial ;
It's greater far to build and rise
From every day material.
It's great to die with those who lie
Beneath their field of crosses;
It's just as great to live and try
To capitalize your losses.
General Board Committee: Albert E. Bowen, Chairman; David A. Smith, Vice Chairmtm;
Henry H. Rolapp and Checrles H. Hart
Two things are designed to be done in
this course of study. First, a series of
lessons put out in the form of a quarterly-
Bulletin is prepared with a view to giving
a general survey of the work, duties, re-
sponsibilities and attitude of the mission-
ary. Also in these lessons there will be
set out some concrete, practical things,
which the missionary will be called upon
to do, as, for instance, officiating in cer-
The lessons in the Bulletin will here-
after through this year's work be referred
to as Sunday School 'Lessons No. .
Whenever that reference is given it 'will
be understood as referring to the lesson
in the Bulletin whose number is inserted
in the space above lefv blank.
It is believed that members of this
class should be given an opportunity for
a more detailed theological study than
can be afforded by the "Sunday School
Lessons". Therefore as an accompani-
ment to the iLessons, "The Seventy's
Course in Theology", written by Elder
B. H. Roberts, is selected as an additional
text. The recommendation is that the ac-
tivities suggested by the 'Sunday School
Lesson should accupy approximately fif-
teen minutes of the class period, leaving the
remaining thirty minutes for the more
detailed theological studies. So far as
may be, it is recommended that the teach-
er weave the two together as a continuous
unit in the class recitation, rather than to
emphasizg the break between the two.
LESSONS FOR JANUARY, 1932
First Sunday, January 3, 1932
Lesson 1. The Art of Learning.
Texts: Sunday School Lessons, No. 1;
The Seventy's 'Course 'in Theology — In-
Objective: A proper understanding of
the relationship of one to his work, is es-
sential to success in it.
Suggestions to Teachers: ,
The "Lessons" themselves are arranged
with titles, and sometimes subtitles, sug-
gestive of the order of development natur-
ally to be followed in the class recitation. In
general, therefore, space will not be taken
to print any skeletonized outline or analy-
sis. Rather, the effort will be to center
the teacher's attention upon the thought
to be developed.
"The Seventy's iCourse in Theology"
itself contains an outline analysis of each
lesson at the beginning of it. That text
also gives copious references to other
sources of information as well las con-
densed notes and brief excerpts from
other writings which should aid ithe
teacher. The following suggestions are
applicable to lessons 1 and 2.
The first effort of the teacher will be
to make class members feel at home and
at their ease. Good thinking cannot be
^ done by one who feels himself restrained.
The teacher will also want as early as
possible to establish in each class mem-
ber a feeling ^f confidence that he can
make himself competent for the work.
This of course, is not to say that a
spirit of .self-suificiency is to be estab-
lished or fostered. But it is intended to
suggest that anyone who is to do any
work successfully, including missionary
work, must have such confidence in his
ability to accomplish the given task that
he will feel a decent self respect manifest-
ed in an assurance that with diligent
study, prayer and inspiration he can suc-
ceed. _ Get before the class members as
early in the course as possible, the notion
that whatever their background they can
study, learn and apply their learning to
the purpose at hand. Numbers 1 and 2 of
the "Sunday^ School Lessons" pre de-
• signed as vehicles for sowing of the seeds
of this necessary assurance and its conse-
quent determination to prepare well for
the work to be done.
The place of study, learning knowledge
and intelligence in the scheme of man's
salvation should be looked at intimately
by teacher and class members together,
so that common expressions such as those
cited in the "Lessons" will be analyzed
and understood in their individual ap-
plication and not allowed to ibe glossed
over as well phrased, pleasing sayings
merely. Take such expressions as the
"Glory of God is Intelligence" and "Be
ye perfect, even as your Father in Heaven
is perfect", and bring them as challenges
to the understanding of each class mem-
ber. In this class, above all, opportunity
to develop experience in the art of clear,
easy and convincing expression should be
afforded. In response to direct questions
put to the class members individually they
should be led to express their understand-
ing and views concerning the subject
matter of the "Lessons".
The "Introduction" to "The Seventy's
Course of Study" can be put, to good ac-.
count as affording a fuller and more com-
prehensive treatise on the general theme
of numbers 1 and 2 of the "Lessons" than
could be given in those "Lessons". It
should be used both in and out of class
to effect that purpose.
As fully as possible weave together the
"Lessons" and the "Text" in the Seventy's
course rather than making an effort to
keep them separated.
Second Sunday, January 10, 1932
Lesson 2. How to Study.
Texts: Sunday School Lessons, No. 2;
Seventy's Course in Theology— Introduc-
Objective: Only by study, thought and
endeavor may one grow in knowledge or
Suggestions to teachers:
See Introduction and Comments con-
nected with Lesson 1.
_ Study with the class the meaning and
significance of these words of Nephi:
"Yea, I make ,a record in the language
of my father, which consists of the learn-
of the Jews, and the language of the
Egyptains." What is it that Nephi has
set about to do as stated by him in the
verses quoted in Sunday School Lesson,
Third Sunday, January 17, 1932
Lesson 3. A Mormon Missionary.
Texts: Sunday School Lesson, No. 3;
Seventy's Course in Theology Lesson 1—
Outline History of the Seventy.
Objective: The successful missionary
must conform his life to the principles he
seeks to teach.
Suggestions to Teachers:
Take a catalogue of the virtues which
should be manifest in the Jives of those
who meet Gospel requirements as set out
m Lesson No. 3 of the Text, and invite
class members to discuss the manifesta-
tions ,of these virtues in the lives of those
coming within their observation. Take
their estimate of the value of these virtues
in the lives of men. Do not let the discus-
sion be perfunctory, 'but make it live, and
relate it to each individual's life if lie
would have it perfected.
Take by contrast from them their esti-
mate of lives where any of these virtues
are wanting. Make them feel that the
purpose of their studies is to make prac-
tical application in their lives of the qual-
ities which make other lives rich; that the
purpose in all their teachings of the gos-
pel to others will be to bring Gospel
standards into daily lives of those
Encourage class members to commit as
much as they reasonably can the memory
exercises suggested in the Lessons.
It is not assumed that members of these
classes will be Seventies, but their work
will be of the kind falling within the
duties of the Seventy as revealed by the
Lord. Hence the concurrent study of the
duties of the Seventy is wholly in keeping
with spirit and purpose of lessons.
Fourth Sunday, January 24, 1932
Les^n 4. A Mormon Missionary. (Cent.)
Texts: Sunday School Lesson, No. 4;
Seventy's Course in Theology, Lesson 2,
Objective: Study and learning are
profitable only as they reflect themselves
in improved habits of life.
Suggestions: Take the virtues taught
by the Hebrew Prophets as set out in
Lesson 4 and make them vital by treating
them in the manner of treatment ' sug-
gested in Lesson 3.
Fifth Sunday, January 31, 1932
Lesson 5. The Holy Bible.
Texts: Sunday School" Lesson, No. S;
Seventy's Course in Theology, part 2, be-
ginning with Lesson 1.
Objective: The workman must know
Suggestion to Teachers:
The purpose of the treatment of the
subject of this lesson in Sunday School
Lesson ,4 is to give a comprehensive view
in a few brief words of what in essence
the Bible is. There is much meaning
packed into the few sentences used in this
lesson. To understand the import of the
statements made concerning the Bible one
needs to know the Bible. For instance:
How far back in the history of the race
doees the Bible narrative go? By whom
and when was it written? What is its
central teaching about God? Is it all con-
cerned with religious teaching? What
lessons does it hold for us?
It will not be ipossible to parallel the
studies in the '^Seventy's Course" text,
with Lessons about our Scriptures, be-
cause the treatment in the "Seventy's
.Course" is so much more exhaustive.
But Sunday by Sunday as the sulaject is
studied jn the "Seventy's Course" text, the
generalized vision of the whole given in
Number 5 of the Lessons should become
clearer and take on enlarged meaning
The teacher should see that they do.
General Boccrd Committee: Robert L. Judd, Chairman; Elbert D. Thomas, Vice Chairman;
LESSONS FOR FEBRUARY
(Course C— Ages 18, 19 and 20)
First Sunday, February 7, 1932
Subject: Honesty and Trustworthiness.
(See Superintendents* Department for
Second Sunday, February 14, 1932
Lesson 6. Prophecies of the Early Period.
Text: ISunday School 'Lesson No. 6.
Reference: Genesis, Chapters 3, 7, 9,
Pearl of Great Price, Chapters 1, 6, 8.
Objective: To show that the early
patriarchs enjoyed the spirit and the gift
of prophecy; to lemphasize the importance
of this great gift by obtaining a knowl-
edge .of the prophecies uttered or implied
in early Bible times.
Suggestive Lesson Arrangement:
I. Adam. '
a. Enjoyed the gift and spirit of
Prophecy. (See Book of Moses
6:57-67 and Doctrine and Covc-
enants, Section 107:3-57.)
b. Prophecy foretelling the conse-
quence of disobedience. (See Gene-
c. Adam's prophecy about marriage
(See Genesis 2:24).
d. The implied prophecy in the curse
put upon the serpent. (See Genesis
3:14-15. For Christian acceptance
of the fulfillment of this prophecy,
see Romans 16:20 and I John 3:8.)
e. Prophecy (or confirmation of)
concerning the patriarchal order
in society. (See Genesis 3:16).
f. The Prophecy in the curse put
upon the earth. (See 'Genesis 3:17-
18. See also in this ccmnection
for Latter-day Saint philosophy of
the Fall, Pearl of Great Price,
Moses 5:9-12 and Book of Mor-
mon, II Nephi 2:15-25.)
Prophecy found in lEnoch's vision
and testimony. (See Pearl of Great
Price, Book of Moses, Chapters
6 and 7.
a. Implied prophecies in God's words
to Noah. (See Genesis 6:12-13.)
b. These implied prophecies when
given forth in Noah's own words
became actual prophecies. (See
Pearl of Great Price, Book of
c. Prophecy implied in pledge given
Noah. (See Genesis 8:20-22 and
"Israel appears in the period before
the captivity as the people of the cove-
nant, and not yet ,as the People of the
Book. The Covenant was dated in one
sense from Abraham, but in a fuller
sense from Moses. Israel was by that
divinely inspired leader welded into a
nation which was also a Church, in cove-
nant with their Redeemer— God, Jehovah,
whom subsequently they were taught by
the prophets to regard not only as their
God to the exclusion of all others, but
as the only God worthy of the name — the
creator and ruler of all that is. * * * And
of the will of their God they were to be
informed by his own word spoken
through prophets or priests, of whom
the first and greatest was Moses himself.
He first appears as giving to Israel di-
rections, * * * such as could become the
basis of a general 'law' (Torah) govern-
ing the whole life of the holy people,
and believed to be divine,^ — 'the law of
Jehovah' or 'the law of Moses'.
"The practice of writing one form or
another was very much more ancient
than the epoch of Moses, and Moses may
well have committed to writing some
collection of instructions coming from
Jehovah. * * *
"This brief sketch of the origin of the
Hebrew Canon of Scripture makes it
evident that the scriptures were the sacred
books ,of a nation which became a church,
and were not intended to 'stand by them-
selves. Even when Moses was supposed
to have written the whole Pentateuch,
the 'word of God' was not to be limited
to the law then given or to the age of
Moses. God was to speak through the
whole succession of )the prophets — 'in
many ways and in many manners'. And
when prophecy failed after the Return
and Israel had become 'the people of the
Book', still the scribes claimed the au-
thority to interpret it— 'to bind' and 'to
loose,' and claimed for their tradition
an authority even equal to the text. The
book was the book of the nation-church,
the people of God, and could not be re-
ceived or interpreted except within the
chosen people, and in submission to its
authoritative interpreters. * * * So mat-
ters stood when our Lord was educated
in the Scriptures and began His mis-
sion." (Charles Gore, in A New (Com-
mentary on Holy Scripture. Page 1 and
"Adam, thus being made acquainted
with God, communicated the knowledge
which he had unto his posterity; and it
was through this means that the thought
was first suggested to their minds that
there was a God, which laid the founda-
tion for the exercise of their faith,
through which they could obtain a knowl-
edge of his character and also of his
glory." — Second Lecture on Faith, Doc,
and Cov., page 15.
"And Adam stood up in the tnidst of
the congregation, and notwithstanding he
was 'bowed down with age, being full
of the Holy Ghost, predicted whatsoever
should befall his posterity unto the latest
generation." (Doc. and Cov. 107:56.)
"Yea, and Enoch also, and they who
were with him; the prophets who were
'before him; and Noah also, and they who
were before him, and Moses also, and
they who were before him." (Doc. and
Application: The spirit of prophecy has
characterized men of God from, the be-
ginning. Men have always had their free
agency so that prophecy has never been
forced upon them. God's method of
warning and teaching by inspired men
has also been used from the beginning.
Man's indifference today to the word of
truth is characteristic of his attitude in
the dawn of history.
Third Sunday, February 21, 1931
Lesson 7. Prophecies of Later Patriarchs
Text: Sunday School Lesson No. 7.
Reference: Genesis, Chapters 11, 12,
18, 23. Pearl of Great Price, Book of
Abraham, Chapter 1.
Objectives: To show the continuance of
the spirit and practice of prophecy
through the patriarchs of the dispensa-
tions of Abraham, Isaac and Jacob. To
stress the importance of these prophecies
in the development of a people with
distinct national characteristics. And to
emphasize the importance of the prophecy
in the creation of traditions among the
people who are to stand as witnesses of
God on earth.
Suggestive Lesson Arrangement:
L Prophecies in the Promises given to
a. His Call (See Genesis 12:1-4).
b. Through Abraham the World to
be Blessed. (See Genesis 12:3,
IL Renewal of the Promises given to
Isaac. (See Genesis 17:19, 21:12, 26:
III. In blessing given to Jacob the
promises and prophecies are contin-
■ a. The blessing. (See Genesis 28:4.)
b. Development of the blessing —
Jacob to be father of the Israelite
Nation. The beginning of a na-
tion. (See Genesis 32:28.)
c. A continuation of the spirit and
gift of prophecy in Jacob's Dream.
(See Genesis 28:10-15.)
IV. Joseph — A Continuation of the
a. His Dream. (See Genesis 37:5-11.)
b. A fulfillment of prophecy and a
continuation of the promises in
the blessings given Joseph's
Songs. (See Genesis 48:15-17.)
"The things which God Revealed to
Abraham: "First, his design to make of
Abraham and liis posterity in the earth
the witness for himself jmd the truth of
the Gospel unto all nations. * * *
"Second, in the dispensation to Abra-
ham he revealed the great doctrine of
the eternal existence of Sntelli'gences.
(See 'Book of Abraham 3:16-23.)
"Third, he made known to Abraham
the Covenant of eternal life to man,
"which God, that cannot lie, promised
before the world began." (Titus 1:2.) * *
"Fourth, he revealed to Abraham,
through the Urim and Thummim great
knowledge of the Universe, its planetary
systems and their movements and rela-
tions (See Book of Abraham, Chapter 3) ;
and also gave him an account of the prep-
aration of the earth for man's abode, and
the knowledge also of the advent of
Adam upon it." (Book of Abraham,
Chapters 4 and 5.) B. H. Roberts, "In
the 1908 Seventy's Course in Theology."
"The Blessing the 'Lord bestowed upon
Abraham is one that has extended
through all ages since his time. Because
of his faithfulness all who receive the
Gospel are named after him,' or adopted
into the seed of Abraham if they were
Gentiles. Through the scattering of
Israel the blood of Abraham has been
mixed with other nations to their great
blessing, and they are heirs of the prom-
ises if they will receive them." Sunday
School Lessons, 1928, Gospel Doctrine
Department Lesson No. 13.
"There is a law, irrevocably decreed
in Heaven before the foundations of this
world, upon which all blessings are predi-
cated; and when we obtain any blessing
from God, it is by obedience to that law
upon which it is predicated." (D'oc. and
"And God spake on this wise, That his
seed should sojourn in a strange land;
and that they should bring them into
bondage, and entreat them evil four hun-
"And the nation to whom they shall
be in bondage will I judge, said God;
and after that shall they come forth, and
serve me in this place." (Acts 7:6-7.)
"For ye are the children of Israel, and
of the seed of Abraham, and ye must
needs toe led out of bondage by power,
and with a stretched out arm." (Doc. and
Application: The spirit of prophecy is
seen in the blessings given the great
patriarchs who became agents in the ful-
filment of the purposes of God. The
history of Israel shows that the spirit of
prophecy operates where there is right-
eousness. A blessing conside/red as
prophecy helps the one blessed to so live
in righteousness that promises given in
the blessing may follow. Without the
application of the spirit of prophecy a
blessing will probably seem unimportant
to the one blessed. Do we today try to
live so that we may fulfil the prophecies
of our patriarchal blessings? If a prom-
ise is given you in a blessing is it not a
duty to help bring that promise to pass?
Fourth Sunday, February 28, 1932
Lesson 8. Moses.
Text: Sunday School Lesson No. 8.
References: Parts of Exodus, Numbers,
Deuteronomy and Joshua.
Objective: To show the characteristics
and attributes of a true pri)phet by citing
the life of the model prophet. (See Deuter-
(Note: In the history of Israel during
the period of Moses much will be noted
which is in fulfilment of earlier prophecy
and much new prophecy will be found.
We have with the sons of Jacob the
birth of a nation.
By Moses' time Israel had become
nationally conscious. With the fulfill-
ment of the earlier prophecies this na-
tional consciousness became, the funda-
mental for Israel's confirmed destiny.
Stress the political effe^^s of such group
thinking. Show that prophecy may thus
materially affect the world's political his-
Suggestive Lesson Arrangement:
I. Moses' life in preparation for a po-
sition of leadership. (See Exodus,
Chapters 1 to 5.)
a. His birth.
b. His education.
c. His defense of a fellow Hebrew.
d. His flight from Egypt.
II. General Prophecies and their Ful-
fillment during Moses' life.
a. The renewal of the promise given
to Abraham, Isaac, and Jacob.
(See Exodus 6:1-4.)
b. The fulfillment of the Prophecy
about Israel's bondage. (See Ex-
c. The prophecy about the Promised
Land. (Exodus 6:8.)
d. Its Fulfillment. (See Joshua 3:16-
17 and 4:10-15 and Numbers 26:23-
III. Personal Prophecies concerning
Moses and their fulfillment. (See
Numbers 20:7-11; Deuteronomy 33;
IV. The Death of Moses, (See Deuter-
V. The Bible's testimony of Moses. (See
"Three great religions place the leader
of • the Exodus upon the highest plane
they allot to man. To Christendom and
to Islam, as well as to Judaism, Moses is
the mouthpiece of the Most High; the
Medium, clothed with supernatural pow-
ers, through which the Divine will has
spoken. Yet this very exaltation, by
raising him above comparison, may pre-
vent the real grandeur of the man from
being seen. It is amid his brethren that
Saul stands taller and fairer.
"On the other hand, the latest school
of Biblical criticism asserts that the books
and legislation attributed to Moses are
really the product of an age subsequent
to that of the prophets. Yet to this
Moses, looming vague and dim, of whom
they can tell us almost nothing, they, too,
attribute the beginning of that growth
which flowered centuries after in the
humanities of Jewish law, and again,
higher still and fairer, gleamed forth in
that star of spiritual light which rested
over the stable of Bethlehem, in Judea.
"But whether wont to look on Moses
in this way or in that, it may be some-
times worth our while to take the point of
view in which all shades of belief may
find common ground, and accepting the
main features of Hebrew record, consider
them in the light of history, and of hu-
man nature as it shows itself today. Here
is a case in which sacred history may be
treated as we would treat profane history
without any shock to religious feeling.
The keenest criticism cannot resolve
Moses into a myth. The fact of the
Exodus presupposes such a leader.
"To lead into freedom a people long
crushed by tyranny; to discijiline and
order such a mighty host; to harden them
into fighting men, before whorn warlike
tribes guarded and walled cities went
down; to repress discontent and jealousy
and mutiny; to combat reactions and
reversions; to turn the quick, fierce flame
of enthusiasm to the service of a steady
purpose, require some towering character
^a character blending in highest expres-
sion the qualities of politician, patriot,
philosopher, and statesman.
"Such a character in rough but strong
outline the tradition shows ug — the union
of the wisdom of the Egyptians with
the unselfish devotion of the meekest of
men. BVom first to last in every glimpse
we get, this character is consisient with
itself, and with the mighty work which
is its monument. It is the character of
a great mind, hemmed in by conditions
and limitations, and working with such
forces and materials as were at hand —
accomplishing yet failing. Behind grand
deed, a grander thought. Behind high
performance, a still nobler ideal.
"Egypt was the mould of the Hebrew
nation — the matrix in which a single fam-
ily or at most a small tribe, grew to a
people as numerous as the American peo-
ple at the time of the Declaration of
Independence. For four centuries — ac-
cording to the Hebrew tradition — a pe-
riod as long as America has been known
to Europe — this growing people, coming
a patriarchal family from a roving, pas-
toral life, had been placed under the
dominance of a highly developed and
ancient civilization — a civilization sym-
bolized by monuments that rival in en-
durance the everlasting hills; a civiliza-
tion so ancient that the Pyramids, as we
now know, were hoary with centuries
ere Abraham looked on them.'* Henry
(George in "Great men and Famous
Women,', Vol. I, pages 1 and 2.
"And this greater Priesthood admin-
istereth the Gospel and l^pldeth the key of
the mysteries of the Kingdom even the
Key of the Knowledge of God;
"Therefore, in the ordinances thereof,
the power of Godliness is manifest;
And without the ordinances thereof,
and the authority of the Priesthood^ the
power of godliness is not manifest unto
men in the flesh;
"For without this no man can see the
face of God, even the Father, and live.
"Now this Moses plainly taught to the
children of Israel in the wilderjiess, and
sought diligently to sanctify his people
that they might behold the face of God;
"But they hardened their hearts and
could not endure his presence, therefore
the Lord in his wrath (for his anger was
kindled against them) swore that they
should not enter unto his rest while in
the wilderness, which rest is the fulness of
"Therefore he took Moses out of their
midst, and the Holy Priesthood also:
"And the lesser Priesthood continued.
* * * " (Doc. and Gov. 84:19-26).
Application: Prophecy like the other
blessings of God, comes to the worthy.
God in His blessings seems to be willing
to give all His people can stand, but He
will not be mocked. A refusal to respect
a blessing of the Lord sometimes results
in its loss. To feel the truthfulness of a
prophecy^ the godliness of a person, the
righteousness, of an act, and to respond
not to the promptings behind one's feel-
ings may result in the dulling of those
feelings to such an extent that the
truthfulnss, the godliness and the right-
eousness cease to be discernible. "There-
fore he took Moses out of their midst,
and the Holy Priesthood also." A loss
of righteousness leads to the loss of all.
OLD TESTAMENT CLASS,
Annis Ward, Idaho, Rigby Stake
Ruby Hansen, Teacher
Warren Hall, Assistant
General Board Committee:
Alfred C. Rees, Chairman; James L. Barker, Vice Chmrman;
and Horace H. Cummings
During the month of January the dis-
cussions have been confined to the history
of the Plates. They have been traced
from the time Nephi began to etch the
happenings of his day down to the time
the Book of Mormon was published.
It is hoped that every teacher has suc-
ceeded in impressing her class with the
fact that the records were always in the
hands of men who knew their value and
who also knew the Gospel plan. The
class should, therefore, proceed with the
year's work with perfect jconfidence in
the teachings contained in such a book.
There was also given an account of the
Old Testament, how it came into being, and
how it finally reached our hands; not in
its original, complete form, but rather as
men, who were not in a positioni to know
of its value and worth, finally decided to
permit portions of the writings to be
embodied in sacred writ. Your class
should be able to see at once the differ-
ence between the incomplete Hebrew
scriptures and the authoritative, reliable,
Nephitic writings that composed the Book
LESSONS FOR FEBRUARY
First Sunday, February 7, 1932
Uniform Lesson. Subject: Honesty
and Trustworthiness. (See Supts. Dept.
for teacher's outline.)
The Book of Mormon lesson for
February 14, deals with the history
of the New Testament. Permit class
members to present the facts in the class,
and invite discussion of the questions
given. Just as was the case with the Old
Testament, the New Testament had a
stormy career. Here again men, without
authority attempted to pass judgment up-
on what was worthwhile retaining and
what should be omitted and cast aside.
At this point show the difference in treat-
ment with the sacred plates that later be-
came the Book of Mormon.
Here are the necessary and logical con-
clusions respecting the Old and the New
Testament, which the class should dis-
1. The Bible is a compilation of sacred
2. They are written by holy men.
3. They never were all in the hands of
any one authorized servant of the Lord, as
was the case with the Book of Mormon.
4. In the course of time, many sacred
writings were lost.
5. The men who finally assembled these
remaining writings were not duly ap-
pointed by the Lord.
6. They did not understand the Gospel.
7. As a consequence, they could not un-
derstand the full value of these written
histories and Gospel doctrines.
8. They were obliged to place their own
interpretation upon statements which ap-
peared in these writings.
9. This brought about changes from the
original text and numerous omissions.
10. What these compilers have given us
is valuable, but incomplete.
11. We are indebted to them for the big
service they have rendered.
12. When we read the Bible, it must
be with the understanding that~ much
valuable teaching and information is lack-
13. Finally, the translations in various
languages have added further changes in
14. This has led to confusion, and has
caused students of the Bible to place dif-
ferent interpretations upon the same text.
15. That is why we claim that we be-
lieve the Bible to be the word of God as
far as it is translated correctly.
As you discuss each of these points with
your class, let them make comparisons
with the Book of Mormon,
Then they will see why we place such
complete, unquestioned reliance upon the
Book of Mormon. At the same time, see
that they recognize the outstanding value
of the Bible as the Word of God, coming
to us from another branch of the hous?
THE KING JAMES TRANSLATION
OF THE BIBLE
When James I came to the throne of
England, a petition was presented to him
by the Puritan leaders asking for the re-
form of many abuses and the adjustment
of various controversies. As a result, a
conference was called at Hampton Court
in 1604, and in the course of debate 'it
was moved by Dr. Reynolds, President of
Corpus Christi College, Oxford, that a
new translation of the Bible be made,
which proposal received the sanction of
the King. iThe ablest scholars were
chosen and divided into companies; (they
studied critically the original manuscripts,
consulted existing translations, carefully
compared their work, and after seven
years of labor brought forward the Bible
BOOK OF MORMON
called the King James, sometimes the
Authorized, Version (1611 A. D.) — Knox.
Hereafter, the outsanding leaders of the
Nephites will be presented to your class.
To each one will be attached his pro-
phecies, sayings, revelations and accom-
plishments. In this manner the religious
history of the Nephites will be empha-
sized; and each leader will be kept in
memory on account of his particular con-
tribution to his people. 'Lehi will be
known for his marvelous vision as given
in the lessons of Feb. 21 and 28th.
It is expected that you, as teacher, will
not be content to read the leaflet, but that
you will go into the Book of Mormon it-
self and get the whole picture of Lehi's
rninistry, so that you will be able to give
life and meaning to the material on the
leaflets. Permit the class to discuss the
features of the vision: Let them tell how
much is allegory; how much is a pro-
phecy; how much has been fulfilled; how
much is yet to be fulfilled.
The big purpose is the application of
lives of the boys and girls in your class.
What do all the symbols and figures of
speech mean, as given in Lehi's vision.
The questions will help bring out these
points. You should be able to get some
spirited, stimulating reactions from your
class on Free Agency, Purpose of Temp-
tation. Satan's Objection etc. in February
See how far they agree with Lehi on
these points. Keep before them con-
stantly the big purpose of life, viz. \o
overcome all temptation and all weak-
nesses and to acquire sufficient strength
and power, through complete obedience^
so that we may dwell with God in His
glory. That is what Lehi tells us — that is
his message to your class. See that they
understand it, and feel it.
JVEPHPS VISION OF MARY AND THE "LAMB OF GOD'»
(Prom drawing by L. A. Ramsey)
General Bayard Committee: Milton Bennion, Chairman; T. Albert Hooper, Vice Chairman
LESSONS FOR FEBRUARY
Course A — Ages 12, 13 and 14.
First Sunday, February 7, 1932
Uniform Lesson. Subject: Honesty
(See Superintendent's Department for
Second Sunday, February 14, 1932
Lesson 6. The Sojourn in the Wilderness
and the Temptations of Jesus.
Text: Luke 4:1-13; Weed, "A Life of
Christ for the Young," Chapter 12; Sun-
day School Lessons, No. 6.
Objective: To teach that Christ in-
creased in power after His baptism and
proved His right to the Messiahship by
successfully withstanding evil.
Supplementary Materials: Mark 1: 12
and 13; Talmage, "Jesus the Christ," pp.
127-135; Papini, "Life of Christ," pp. 61-
68; Farrar, "Life of Christ," Chap. 9.
1. The sojourn in the wilderness.
a. To be alone.
b. To be near to God in contempla-
, tion of His work.
2. The temptations.
a. To appetites.
b. To applause.
c. To power.
3. Jesus' victory.
This lesson has many possibilities. The
teacher will probably not be able to teach
all of the objectives that will suggest
themselves. But remember,, the principal
thing is, that Christ withdrew from men
and drew near to God. He then taught
the beautiful lessons that the things of the
world are of little moment when com-
pared with the Kingdom of God. He
showed us the way to withstand tempta-
tion, and bids us follow.
The "International Bible Dictionary"
says about the Jewish Fasts, page 195:
"Private occasional fasts are recognized
in one passage of the law — Num. 30:13.
The instances given of individual fasting
under the influence of grief, vexation or
anxiety are numerous."
The Jewish fasts were observed with
various degrees of strictness. Sometimes
there was entire abstinence from food.
Esther 4:16, etc. On other occasions
there appears to have been only a re-
striction to a very plain diet. Dan. 10:3.
Those who fasted frequently dressed in
sack-cloth or rent their clothes, put ashes
on their head and went barefoot. I Kings
21:27; Neh. 9:1; Ps. 35:13.
The sacriiice of the personal will, which
gives to fasting all its value, is expressed
in the old term used in the law, afflicting
In discussing the temptations the teach-
er can easily draw upon the experiences
of the pupils. The first one calls for the
satisfying of hunger. All boys and girls
know how difficult it is to refrain from
eating when they are really hungry.
The second one involves what the boys
and girls call "playing to the _ gallery."
Every one likes to be seen doing some
wonderful act or performing some athletic
stunt. The temple was no doubt near
that part of the city where many people
would be on the street. If Jesus should
cast Himself down and be unhurt, the
people would applaud and declare Him a
The third involves power, ownership
and leadership. The boy wants to be
captain of the team, the girl wants to
be the leader in her group. That is the
trait that Satan appealed to in the last
Third Sunday, February 21, 1932
Lesson 7. The First Disciples.
Texts: John 1:29-51; Weed, "A Life of
Christ for the Young," Chapter 13; Sun-
day School Lessons, No. 7.
Objective: A testimony of the divinity
of Jesus and the truth of His gospel is
obtained by obeying His teachings and
following His example.
Supplemental Materials: Farrar, "Life
of Christ," Chapter 10; Talmage, "Jesus
the Christ," pp. 138 to 144; Dummelow.
"One Volume Bible Commentary," p. 777;
any Bible Dictionary.
I. John teaches his disciples.
They discuss the Mission of Jesus.
II. Jesus appears. ,
Ill, Andrew and John follow Jesus.
Andrew brings Peter.
IV. Jesus calls Philip.
Phillip brings Nathanael.
V. Testimonies of these men.
Commentators generally agree that the
Nathanael of this lesson is the Bartholo-
mew heard of later in the New Testament.
"The 'International "Bible Dicltionary,"
says on page 435:
"Nathanael (God has given), a disciple
of Jesus Christ, concerning whom, under
that name at least, we learn from Scrip-
ture little more than his birthplace, Cana
of Galilee, John 21:2, and his simple,
truthful character. John 1 : 47. The name
does not occur in the iirst three Gospels,
but it is commonly believed that Nathan-
ael and Bartholomew are the same per-
son. The evidence for that belief is as
follows: St. John, [who twice mentions
Nathanael, never introduces the name of
Bartholomew at all. St. Matthew, 'Matt.
10:3, ;St. Mark, Mark 3:18, and St. Luke,
Luke 6:14, all speak of Bartholomew, but
never of Nathanael. But the identification
was not made till about the 9th century,
and it may not be correct. It was Philip
who first brought Nathanael to Jesus, just
as Andrew had brought his brother
Dummelow, in his One Volume Bible
Commentary, page 777, says:
"Preliminary call of five Apostles, An-
drew, John, Peter, Philip, and Bartholo-
mew (peculiar to Jn). This account, so
far from conflicting with the (later) call
described Mt. 4:18, Mk. ,1:15 (cp. Lk.
5:1), really removes a difficulty, for it
shows how the Apostles came to obey the
final call to follow Jesus so readily. After
their preliminary call, described here, the
Apostles loosely attached themselves to
Jesus as learners, but did not leave their
homes and occupations. Afterwards, when
further intercourse had strengthened their
hope that He was really the Messiah, they
left all and followed Him."
Note that these first disciples, with the
possible exception of Nathanael, had been
disciples .of John the Baptist, and were
somewhat prepared to become the disciples
of Jesus. _ They were men who expected
the Messiah; they were righteous men^
they were children of God, for when His
son called, they recognized the voice of
Fourth Sunday, February 28, 1932
Lesson 8. The First Miracle.
Texts: Weed, "A Life of Christ for the
Young" Chapter IS; John 2:1-11; Sun-
day School Lessons, No. 8.
Objective: Evidences of the power and
divinity of the Savior are added unto those
who have faith and obey His teachings.
Supplementary Materials: Farrar, "Life
of Christ," Chapter 11; Papini, "Life of
Christ, pages 141-144; Kent, "The Life
and Teachings of Jesus," pp. 93-108; Tal-
mage, "Jesus the Christ," p. 144; Bible
Dictionary, any good one; Dummelow,
"The One Volume Commentary of the
Bible," p. 777.
I. Wedding at Cana.
. a. Nature of Celebration.
II. Jesus and His disciples attend.
Approval of the celebration,
III. Success of Festivities Jeopardized.
a. Jesus appealed to.
b. Making of the wine.
IV. Significance of Act.
a. Effect upon guests.
b. Effect upon disciples.
Farrar in his "Life of Christ," says,
"Whether the marriage festival lasted
far seven days, as was usual among
those who could afford it, or only for one
or two, as was the case among the poorer
classes, we cannot tell; but at some period
of the entertainment the wine suddenly
ran short. None but those who know
how sacred in the East is .the duty of
lavish hospitality, and how passionately
the obligation to exercise it to the utmost
is felt, can realize the gloom which this
incident would have thrown over the oc-
casion, or the misery and mortification
which it would have caused to the wedded
pair. They would have felt it to be, as in
the East it would still be felt to be, a
bitter and indelible disgrace."
Some contend that Jesus' answer to
His mother, on this occasion showed dis-
respect; Farrar clears this up for us as
follows: p. 13?.
"'Woman, what have I to do with
thee?* The words at first sound harsh,
and almost repellant in their roughness
and brevity; but this is the fault partly of
our version, partly of our associations.
He does not call her 'mother,' because,
in_ circumstances such as these, she was
His mother no longer; but the address,
'Woman,' was so respectful that it might
be, and was, addressed to the queenliest;
and so gentle that it might be, and was,
addressed at the tenderest moments to
the most fondly loved. And 'what have
I to do with thee,' is a literal version of
a common Aramaic phrase which while
it sets aside a suggestion and waives all
further discussion of it, is yet perfectly
consistent with the most delicate courtesy,
and the most feeling consideration."
Papini says, on page 141 of his "Life
"Jesus liked to go to weddings. For the
man of the people who very seldom gives
way to lavishness and gayety, who never
eats and drinks as much as he would like,
the day of his wedding is the most re-
markable of all his life, a rich passage of
generous gayety in his long, drab, com-
monplace existence. Wealthy people who
can have banquets every evening, mod-
erns who gulp down in a day what would
have sufificed for a week to the poor man
of olden times, no longer feel the solemn
joyfulness of that day. But the poor man
in the old days, the workingman, the
countryman, the Oriental who lived all
the year round on barley-bread, dried figs
and a few fish arid eggs, and only on great
days killed a lamb or a kid, the man ac-
customed to stint himself, to calculate
closely, to dispense with many things, to
be satisfied with what is strictly necessary,
saw in weddings the truest and greatest
festival of his life. The other festivals,
those of the people and those of the
Church, were the same for everybody, and
they are repeated every twelfth month;
but a wedding was his very own festival
and only came once for him in all the
cycle of his years."
The International Bible Dictionary
says about miracles, page 411;
"A miracle is not the breaking of a law
of nature, it is not an interference with
or suspension of the unchanging uni-
formity of the laws of the universe.
"It is simply a personal God putting
his will into the laws of nature; it is God's
doing with his infinite power, the same
quality of action, though vastly greater in
degree, that we do every hour when w£
exert our personal will amid the forces of
nature. I lift up a book, I turn on the
water from the water-works and make a
shower on my parched lawn or garden. I
stop a part of the machinery in the factory
and rescue a child caught in its wheels.
These acts break no law of nature, they
suspend none, they change none, neither
in the natural nor in the spiritual world.
"All civilization is the result of man's
putting his will into the uniform laws of
nature. He can do it because the laws
are uniform, and he believes them to be
unchanging. The doctor puts his will
into the laws of nature, which, if left to
work out their natu'ral result, would take
away his patient's life, and_ by using the
laws of nature cures the patient.
"It is absurd to suppose that God can-
not do what his children are doing every
day. The believer in miracles and in the
answer to prayer, stands by the side of
the scientist in his belief in the uniform
action of the laws of God in nature.'^
Keep this in mind, because it will be
helpful in considering the later miracles.
Again, let us urge that teachers ask the
Sunday School superintendency to sup-
ply the library with some of the books
referred to in these lessons. Farrar's
"Life of Christ," and Talmage's "Jesus
the Christ" will be extremely helpful in
obtaining an insight into these lessons,
and making them dynamic in the lives of
li. D, S. STJIVDAY SCHOOL, COLUMBIA BRANCH, SOUTH CAROLINA.
SOUTHERN STATES MISSION
Attendance, Jan. 4. 1931, 57; Aug. SO, 1»31, 98
J. Thomas Lee, Superintendent; Lorrtaine Broivn, Secretary
General Board Committee : Adam, S. Bennion, Chairman ; J. Percy Goddard, Vice Chairm4in
LESSONS FOR FEBRUARY
First Sunday, February 7, 1932
Lesson 6. Who Joseph was on his
Text; Sunday School Lessons, No. 6.
Supplementary References: Joseph
Fielding Smith, "Essentials of Church
History," pp. 29-31; Lucy Mack Smith,
"Joseph Smith and his Progenitors"
pp. 1-30; or "Life of Joseph Smith"by his
Objective; To show that Joseph's
mother's people were as brave and God
fearing as the Smiths.
Organization of Material:
L Great-Great-Grandfather John Mack.
a. Born in Scotland, JMarch 6, 1853.
b. Seeking religious freedom, reaches
c. Settles in Salisbury, Mass.
d. Moves to Lyme, Conn., and mar-
ries Sarah Bagley.
e. Died at Lyme, Feb. 24, 1721.
IL Great-Grandfather, Ebenezer Mack
a. Born at Lyme, Dec. 8, 1697.
b. Marries Hannah Huntly, becomes
father of nine children.
c. Becomes minister of the Second
d. Dies when Washington is 45 years
IIL Grandfather, Solomon Mack. (1732-
a. Born at Lyme, Sept. 26, 1731.
b. Fights in same wars with George
c. Married Lyddia Gates a school
d. In Revolutionary War.
e. Moves to Gilsum, New Hamp-
IV. Mother of Joseph, Lucy Mack.
a. Born at Gilsum, July 8, 1776.
b. Married Joseph Smith, Senior,
Jan. 24, 1796.
V. Both Joseph and Lucy had remark-
Lesson Enrichment; Solomon Mack,
Joseph's grandfather tells us how he aid-ed
the Colonies in gaining 'freedom from
England, making religious freedom pos^
sible here in America. "In 1776, I enlisted
in the service of my country, and was for
a considerable length of time in the land
forces, after which I went with my two
sons, Jason and Stephen, on a privateering
expedition. We succeeded in getting
some of our guns on shore, 'and bringing
them to bear upon the enemy, so as to
exchange many shots with them; yet they
cut away our rigging, and ileft our vessel
"We then hauled off and cast anchor;
but in a short time we espied two row-
galleys, two teloops and two schooners.
We quickly weighed anchor and hauled
to shore again, and had barely time to
post four cannon in a position in which
they could be used, ibefore a sanguinary
contest commenced. The balls from the
enemies guns tore up the ground, cutting
asunder the saplings in every direction.
One of the row-galleys went around a
point of land with the view of hemming us
in, but we killed forty of their men with
our small arms, which caused the enemy
to abandon their purpose.
"My son, Stephen, in company with the
cabin boys, was sent to a house not
far away from the shore with a wounded
man. Just as they entered the house an
eighteen pounder followed them. A wom-
an was engaged in frying cakes at the
time, and' being ,somewhat alarmed, she
concluded to retire into the cellar, saying
as she left that -the boys might have the
cakes as she was going below.
"The boys ;were highly delighted at this,
and they went to work cooking, and feast-
ing upon the lady's sweet cakes, while
the artillery of the contending armies was
thundering in their ears, dealing out death
and destruction on every hand. At the
head of this party of boys was Stephen
Mack, my second son, a bold and fearless
stripling of fourteen." After four years
of fighting and sailing, he returned home,
as he puts it, to "devote the rest of my
life to the service of God and my family."
He didn't seem to realize that the war for
independence must be fought before the
True Church could be restored in Amer-
Application; Without brave and fear-
less men and women like Joseph's ances-
tors, Religious Freedom could never have
been established in the land where the
Gospel was soon tO' come. It's our mis-
sion to be as firm as they were.
Second Sunday, February 14, 1932
Lesspn 7. "The First Fifteen Years of
Text; Sunday School Lessons, No. 7.
Supplementary References: ''Essentials
of Church History," Smith, pp.33-40; His-
tory ,of Joseph iSmith by his Mother,
Lucy; Era, Volume S, pp. 166-171 241-
245. (This reference is the History of
Joseph by his mother as it was published
in the Era.) "Views from the Prophet
Joseph's Birthplace." Era, Vol. XI, pp.
Objective: To show that the Smiths
were intensely religious, seeking the guid-
ing- hand of Providence.
Organization of Material:
I. Promised Land Prepared for The
Birth of the Seer.
a. Columbus, the Pilgrims, .'Wash-
ington and other Gentiles had
performed their part.
b. That this should be so was seen
by Nephi. (Read I Nephi, 13
chapter and discus^ jt with the
II. Joseph Smith was the Prornised
Lehi prophecies, also quotes Joseph
who was sold into Egypt. Read 2nd
Nephi 3, giving special attention to
verses that refer immediately to
Joseph and his work.
III. Joseph's father a school teacher. '
This accounts partly for the Smiths
being anxious over learning to read
IV. The Mother was a Book writer.
a. She writes The History of her
son in splendid style.
b. Her \thirst for learning aided
V. The Smiths and Macks knew their
This led to Joseph's early liking for
VI. The Smiths were prayerful people.
When Sophronia and Joseph were
so sick, God was sought, sending
his healing power because of their
VII. Joseph was early introduced to great
a. First in sickness.
b. Second by his father's losses
Lesson Enrichment: The following
story proves how prayerful the Smiths
"Sophronia had a heavy siege. The
physician attended upon her eighty-nine
days, giving her medicine all the while;
but on the ninetieth day, he said she was
so_ far gone that it was not for her to re-
ceive any benefit from medicine, and for
this cause he discontinued his attendance
upon her. The ensuing night", continues
the Prophet's mother in her history, "she
lay altogether motionless, with' her eyes
wide open and with that peculiar aspect
which bespeaks the near approach of
death. As she thus lay, I gazed upon
her as a mother looks upon the last shade
of life in a darling child. In this moment
of distraction, my husband and myself
clasped hands, fell upon our knees by the
bedside, and poured out our grief to God,
in prayer and supplication, (beseeching him
to spare our child yet a little longer.
"Did the Lord hear our petitions? Yes.
he most assuredly did, and before we rose
to our feet, he gave us a testimony that
she should recover. * * * From this time
forward Sophronia continued mending,
until she entirely recovered." See Life
of the Prophet by his mother, Lucy.
Application: The Smiths, being noble
spirits, reached out toward their Heavenly
Father. Each one of us has ,'the same
privilege. Especially is this so, since the
Lord gave us the Priesthood.
Third Sunday, February 21, 1932
Lesson 8. The First Fifteen Years of
Joseph's Life 1( Continued).
Text: Sunday School Lessons, No. 8.
Supplementary References. "Essentials
of Church History," Smith, pp. 38-42:
"Heart of Mormonism," pp. 12-20, Evans.
This is excellent on the Religious Revivals
and the beliefs of the period. Turn to any
other Church history or additional mate-
rial. The Essentials by Smith; and the
"Heart of Mormonism" by Evans should
be in the hands of every teacher. The
"Young Folks History of the Church," by
Anderson is a splendid book to put into
the hands of the students.
Objective: To show that at last,
Joseph was ready and so was the Lord, to
usher in the New Dispensation,
Organization of Material.
I. Against the Smith's firm will, they
were forced by the Lord to move
300 miles westward to the Hill
a. Sickness, drought, frost, and fam-
ine disrupted their plans.
b. The Lord caused glowing reports
to reach them regarding the Hill
c. When the Father investigated, the
family traveled to the "New Land
d. Since they were on the exact spot
outlined by the Lord for them,
they were happy.
II. Revivals arouse the religious feeling
in the Smith group,
a. The ministers preached that Bap-
tism _ was essential to salvation,
proving it from the scriptures.
b. None of the Smiths had been bap-
c. All set about reading the scrip-
tures, finding out for themselves.
III. The older members lead the way.
a. The Mother is sprinkled into the
b. Then followed the children, Hy-
rum, Samuel, Sophronia.
IV. The spirit of the Lord impresses
Joseph to hesitate.
a. He desires baptism, nevertheless.
b. He fully expects to join a church.
c. He wants to make sure.
V. Reverend Lane decides the issue.
a. The First chapter and Fifth verse
of James is repeated in Joseph's
b. It came with testimony to a per-
c. It was scriptural and reasonable.
d. He should know for himself.
VI. The messages of the Gods are not
a. The time was ripe for the Restor-
b. God's chosen Seer was ready.
Lesson Enrichment: Orson F. Whit-
ney says, "A brief glance at some of the
social conditions of those early times and
primitive places may here be necessary.
Western New York, the arena of our
story's immediate action, was then an
almost new country. Farm and forest,
society and solitude, civilization and semi-
savagery divided it. The Red Man,
though no longer roaming wildly, had not
disappeared from its borders, and the
whites, who of course, predominated and
held sway, if like all Yankees shrewd
and intelligent, were most illiterate and
untaught. The masses were poor, but
there were farmers and artisans who were
prosperous, and the people, as a rule, were
industrious and provident. Their style of
living was exceedingly plain. Houses were
usually small, unplastered, unpainted and
rudely furnished. * * * The floors were
often without carpets, the tables without
cloths and the frugal meal, cooked amid the
glowing embers on the hearth or in the
iron pot suspended by a chain from the
chimney hook, was eaten from pewter or
wooden plates with horn-handled knives
and iron spoons. Clocks were a rarity,
the 'time o'day' being commonly guessed
by the sun; pictures and musical instru-
ments were few and of inferior kind, and
the family library consisted, in most in-
stances, of the Bible, an almanac and what
books were in vogue at the village
school." History of Utah, Whitney, p. 18.
Application: We, like Joseph, should
hesitate until we are sure, seeking God's
aid — His will in our behalf, striving for
the testimony of the spirit, or following
the words of those who do know or those
m whom we have the greatest confidence.
Prayer has satisfied many a soul.
Fourth Sunday, February 28, 1932
Lesson 9. Joseph's First Vision.
Text: Sunday School Lessons, No. 9.
Supplementary References: "One Hun-
dred Years of Mormonism," Evans, pp. 41-
49; Essentials, Smith, pp. 41-49; "Writ-
ings of Joseph Smith" in the front of the
Last Edition of the Book of Mormon, or
in the back of the Pearl of Great Price;
''Heart of Mormonism," Evans, Chapters
One and Two; Any History of the
Church Robert's "New Witness for
God" Vol. I, pp._91-191 Is good.
Objective: To show God's goodness
and consideration in answer to Joseph's
Organization of Material:
I. Joseph told to receive a "Religious
a. Many at the revivals received
1. Some fainted and became hys-
2. Others fell to the floor, declar-
ing they had the Spirit.
II. Joseph perplexed at what he saw and
a. "What to do I did not know."
b. Resolves to ask God.
III. The force of another man's religious
a. James the Brother of Christ had at
one time received a religious ex-
perience, directing him what to do.
b. James' words of promise led Jos-
eph to a real experience.
c. He was to receive liberally and not
IV. The persons coming upon the scene.
a. Joseph, the fourteen and a half
year old boy arrives.
b. Lucifer with his power of dark-
c. The Father in his pillar of bright-
d. The Son of God introduced by
V. The message delivered.
a. The Father presided.
b. Following the introduction, the
Son delivered the instructions.
1. All churches were without au-
VISITATION OF THE ETERNAL FATHER, AND HIS SON, THE C7HRIST,
TO THE BOY-PROPHET, JOSEPH SMITH
Photo of Art Window in Salt Lake Temple
2. The True Church to be given
VI. Joseph was satisfied.
a. His religious experience was gen-
1. He had actually beheld two of
2. He had learned the power of the
b. The information given was worthy
the visit of the Gods.
Itwas the first step in the restor-
ation of all things, leading toward
the fullness of Christ's redeeming
c. Joseph was willing to await the
Application: "Ask and ye shall receive;
knock and it shall be opened unto you."
To us, our missions mean our salvation.
Let's not leave God out of it; but be as
hungering for righteousness as was Jo-
seph. Discuss how God is interested in
each one of us.
Lesson Enrichment: The "Saints
Messenger and Advocate" refers to the in-
fluence of The Reverend Mr. Lane upon
the mind of Joseph Smith. "Elder Lane
was a talented man, possessing a good
share of literary endowments and apparent
humility.— Mr. Lane's manner of com-
munication was peculiarly calculated to
awaken the intellect of the hearer, and
arouse the sinner to look about him for
safety. Much good instruction was al-
ways drawn from his discourses on the
scripture, and in common with others, our
brother's mind (That of Joseph Smith)
became awakened." (See Comprehensive
History of the Church", B. H. Roberts,
From the same page we read, "The
Reverend Mr. Lane of the Methodist
church preached a sermon on the subject,
'What Church Shall I Join?' He quoted
the golden text of James. — The Text
made a deep impression on the mind of
the Prophet. He read it on returning
home, and pondered it deeply. Here was
a message from the word of God." Surely
Joseph read the next verse also, "But let
him ask in faith, nothing wavering. For
he_ that wavereth is like a wave of the sea
driven with the wind and tossed. For let
not that man think that he shall receive
anything of the Lord."
Virg^inia Is eleven years old and Uvea
in Clawson Ward, Teton Stake. Por three
Tears she has neither mL^sed Sunday
School nor been late. She has given two-
and-a-half minute talks, offered the open-
ing and closing prayerts and is always on
hand to do anything requested of her.
A Lesson We can Learn from a Clock
By Aubrey J. Parker, Santn Barbara, CaUfornia
A member of the superintendency of one of our Sunday Sdhools ^tood
with his watch in his hand and said, before his Sunday School : "There is a
lessoii that' we can learn from a clock. Please note— that twice a day it
puts its hands together, and therein lies a lesson for us : for twice a day, both
morning and at night we should go before our Father in Heaven to ^bestech
of Him his guidance, and to thank Him for His loving watch over us H'ife
children. - '
"Let us, then, learn this lesson from a clock, and thus make our days and
nights more blessed of Him, whose saints we are."
General Board Committee: Frank K. Seegmiller, Chatrmmi; assisted by Florence Home
Smith, Lucy Gedge Sperry and Tessie Giaque
LESSONS FOR FEBRUARY
Ages 7, 8 and 9.
First Sunday, February 7, 1932
A Picture Lesson.
This picture lesson has two outstanding
objectives; first, to help the children ex-
press themselves on the beauties and
truths of the previous month's lesson, and
second, to help them to connect the les-
sons of each month with each other. So
often our children know a number of
Bible stories but they do not understand
the relation of one to another. So teach-
ers, besides having the children express
themselves on each lesson as the picture
is shown, help them to feel that the four
lessons used last month are really parts
of our longer story.
Today we start with God and His chil-
dren in their spirit home in Heaven. We
talk about how it happened that they
came to earth, how their earthly home
was made, who their earthly parents were
and how God taught His children that
they should obey Him.
(Refer to October Instructor for means
and methods of review.)
Second Sunday, February 14, 1932
Lesson S. Enoch Blessed by God.
Texts: Genesis V: 18-24; Pearl of Great
Price, Moses VI.21-68; 7. Sunday School
Lessons, Leaflet No. 5.
Objective: Disobedience generally
brings sorrow, but obedience always
Memory Gem: Blessed are the pure m
heart; for they shall see God.
Songs : "What Can I Do," Kindergarten
and Primary Songs, by ThomassCn. (The
second verse is particularly fitted to this
Organization of Material:
I. Enoch Loves the Lord.
a. Was taught the ways of God by
his father Jared.
b. He journeyed among the people.
c. Was given a special mission.
To preach repentance and obedi-
2. In humility, he accepts.
II. He Calls the People to Repentance.
a. Cries to them with a loud voice.
b. Crowds flock to hear him.
They Wonder at his strength and
c. He tells of his vision.
1. That God showed him the
2. That God is Ruler of heaven
3. People must repent if they de-
sire to go home to God.
4. That (jod is sad because of
III. He and His Followers Taken to
Live with God.
a. They loved righteousness.
1. Loved one another.
2. Kept the commandments of
b. God blessed them and the land for
No poor among them.
c. He took them unto Him.
Lesson Enrichment: Before starting to
tell about how Enoch was blessed by
God, tell about a little girl who lives quite
near to us. This little girl is seven years
old. She has blue eyes and light curls.
Her name is Helene. One morning she
found the tortoise shell rims of some old
glasses. What fun she had. She took out
the few pieces of broken brown glass
which were in them and put the rims on
her nose. Then she placed the curved
ends behind her ears. She walked up and
down the path showing everybody how
she looked. Her father said, "How do
you do, Grandma?" This smade her
happier still. She called herself "Grand-
ma." She played that her little brother
was her grandson. They taked to each
other as grown folks do, and played they
were visiting their friends.
Late in the afternoon, she s^id to her
mother, "May I go down by the creek to
play fishing. I'll be very careful."
"Yes," Mother said, "but leave your
"No," said Helene, "I want them by
me. I'll put them in my pocket. I may
want to put them on again while I am
"But," said Mother, "I'm afraid you
will lose them. That would be too bad,
because you have had so much fun with
JVOAH AND HIS FAMILY AND THE BOW OF PROMISE
(From the Centennary Pagteant, "The Message of the Ages")
"iSTo, I won't lose them," said Helene,
"Look at my big pocket. See how nicely
they fit in it."
"Yes," answered Mother, "You may
think they fit nicely there, but I am
almost sure you will lose them if you take
them. If I were you, I would leave them
in the house."
But Helene was not strong enough to
.leave her new treasure in a safe place
at home. She thought she knew more
about what might happen than her
mother. So away she ran.
About an hour afterwards her mother
heard loud sobbing. She listened won-
dering if her little girl was hurt. No it
didn't sound like a hurt-cry so she waited
until Helene came into the house. Great
tears streamed down her cheeks, she was
heart broken. Her glasses were gon^t
They had fallen in the stream and the
water had washed them away. Of course
there was nothing to do now. Her fun
as "Grandma" was over.
Our lesson for today tells about some-
one who was strong enough to listen to
what he was told.
Application: Sometime during the
period help the children to name one or
two circumstances which might happen in
their homes tomorrow In which they
should do as they are told. Talk to them
about the words "Pure in heart" as were
the people of Enoch.
Third Sunday, February 21, 1932
Lesson 6. Why the jRainbow Is In the
Texts- Genesis 6, 7, 8:1-17; Pearl of
Great Price, Moses 8:15-20; Sunday
School Leaflet, No. 6.
Objective: Disobedience generally
brings sorrow, but obedience always
"Kind Father, I thank Thee for two little
And ask Thee to bless them till each
That children can only be happy all day
When two little 'hands have learned to
Pictures: "Noah and the Ark." Old
Testament Bible Primer.
Song: "Guide Me To Thee." Deseret
Sunday School Songs.
Organization of Material:
L Wickedness Reigns on the Earth.
a. Man forgets his mission.
b. Our Father becomes grievedv
c. Noah and his family only remain
righteous before God.
II. God's Commands to Noah.
a. To warn the people to live accord-
ing to God's laws.
b. To build an ark.
c. Take his family into it.
d. Preserve all animal life.
c. Noah's obedience.
III. Noah Saved in the Ark.
a. Waters cover the earth.
b. The ark floats upon the waters.
Its inhabitants safe.
c. The waters disappear.
d. At God's command, Noah leaves
e. Noah offers thanksgiving for his
f. God blesses Noah.
Makes covenant with him.
Lesson Enrichment: Before telling the
story of Noah and the Ark, help the chil-
dren to understand that there are certain
things all big folks and little folks must
learn. Teachers may name some of them
and let the children name some of them.
For instance; very little babies soon learn
that if they ask for things, they get them.
When they are learning to walk, they
must do it just so, or they fall. All folk§
must eat to grow strong; to keep warm,
they must put enough clothing on; to keep
their fingers feeling right, they must keep
them off the stove; to get home safely,
they must look both ways when they cross
a street, etc., etc.
Our Heavenly Father has told us that
those who wish to be happy, must obey
Him. Once He had to punish His chil-
dren very severely because they did not
do as they were told. Listen to this story
to see if it tells of anybody who did do as
he was told.
Illustrations — Application: Let the
children tell of incidents in which (folks
they know have obeyed and have been
happy because of having done so. Teach-
ers may suggest circumstances which may
happen in any home where there are little
children, and let the children suggest how
they would act under those conditions.
Fourth Sunday, February 28, 1932
Lesson 7. The Tower That Was Never
Texts: Genesis 11:9; Sunday School
Lessons, No. 7.
Objective: Disobedience gerenally
brings sorrow but obedience always
Memory Gem: Same as last Sunday.
Song: "His Little Ones," Kindergar-
ten and Primary Songs — •Thomassen.
Organization of Material:
I. A Mighty People Arose in Shinar.
a. Many years after the flood.
b. They were of one language.
c. The Lord wished them to scatter
1. That the land might be culti-
vated to provide more food.
2. That new cities might arise.
11. The Lord Sends a Special Message
a. Through his prophets.
b. That they should scatter and build
c. The people ignore the Lord's com-
1. They build a still greater city.
2. Erect a tower to reach into
III. Our Father Changes Their Lan-
a. He has compassion upon some
who were obedient.
b. The change of language confuses
c. They scatter abroad.
Lesson Enrichment— Point of Contact;
Sometimes little folks like to have a lan-
guage all their own, so other folks cannot
understand them. Girls sometimes change
their words by adding "ly" or "ing" to
every one. Boys often make every third
word or every second word the word they
wish understood. When these folks talk
in their language, of course, no one can
understand their meaning only those who
know their rules. (Teachers or children
may give examples of languages which
children make up for their own crowds.)
Whenever children make up languages
of their own, they use the new language
only part of the time. If they want
something from mother and she doesn't
understand their "group" language, they
talk to her as she would talk to them.
It wouldn't do them much good to ask
her for something in words she could not
understand, would it?
Our story for today tells of some folks
who needed very much to understand
what other folks said to them, but Our
Heavenly Father caused them to forget
the language they all knew. So, when
they talked to each other, all was confu-
sion. Our Father did this for a reason.
He did it to punish them because they did
not wish to listen and obey His sugges-
tions to them.
Illustrations— Application: After_ the
story of the tower that was never finished
has been told, encourage the children to
tell of incidents from their home life in
which it has paid them to do as they were
told. Then suggest situations which
might arise, and let them tell how they
would like to act under the circumstances. •
Suppose that several children are playing
in the snow with their sleds and the
mother of one boy comes to the door and
asks him to come into the house. Even
though this boy is the leader of the group
and the other boys depend upon him to
start them out in their coasting, what
would be the wise thing for him to do?
Suppose that some boy said, "Don't go in,
now Tom, tell your mother to wait a
while. It won't matter much to her."
What would be the safe thing to do?
Simple Gifts for Children
Hilda Richmond, for National Kindergarten Association
Safely hidden in the closet was a
doll almost as large as Mary Louise,
a wonderful train of cars that would
run on a track, for Freddy, a set of
books beautiful enough for grown
folks and other costly Christmas
gifts to correspond. Mrs. Lennox
believed in shopping early and get-
ting things that had not been
handled by others. There might be
germs on the toys a few weeks later,
but now they were resplendent with
paint and ^varnish and absolutlely
clean. And when she was called to
her old home to see her sick mother
she rejoiced more than ever that her
Christmas shopping had been com-
pleted. The children would have to
be left in charge of an elderly lady,
a woman safe enough and motherly
enough to satisfy all demands, but
not one who had ever made a study
of child Hfe as Mrs. Lennox prided
herself on doing.
And when Mrs. Lennox returned
she was amazed to find an entirely
new collection of toys in her home.
Freddy was having a most delight-
ful time with some cheap railroad
cars while Mary Louise had a doll in
her arms that certainly never cost
more than twenty-five cents, the
"We've had the best time !" cried
the children hurrying to show the
treasures. "Mrs. Green got a whole
lot of money from Daddy and let
us pick out all these lovely things."
Mrs. Lennox at once decided that
"Daddy" had not been impoverished
by the buying, but she said nothing.
It was the first time that her chil-
dren had ever gone through a cheap
store, and to think they would select
such things — inartistic, even crude.
It was quite a blow to the devoted
"You see, Mrs. Lennox, children
are like grown folks. They like to
pick out their own things," said
Mrs. Green calmly. Evidently the
elderly lady had forgotten that Mrs.
Lennox had a whole library on child
life, . and that she never missed a
lecture at the Parent-Teacher Asso-
ciation of which she was president.
She even forgot that Mrs. Lennox
was rich and influential and often
made addresses herself on the prop-
er way of bringing up children.
"You're young and you'll learn all
these things," went on the elderly
caretaker calmly. "The children
were as good as gold while you
were away, and we got along nice-
Mrs. Lennox did some hard think-
ing very quickly. "Thank you very
much, Mrs. Green," she said bright-
ly. "When children are happy they
are good — " She paused because that
sounded like one of her Parent-
Teacher talks. "I'm sure you made
them happy and I'm going to profit
by the way you've managed," she
finished. It was not easy to say,
but Mrs. Lennox was no coward.
"It is plain that the children love
little simple ,gifts and they shall
continue to have them— and not
too many at a time either,"
General Board Committees
George A. Holt, Chairman, assisted by Inez Witheck and
Marie Fox Felt
LESSONS FOR FEBRUARY
Ages 4, 5 and 6.
First Sunday, February 7, 1932
Lesson 10. The Children's Period.
This is the period in which the children
do most of the talking-. By careful ques-
tioning- and the use of the pictures the
teachers lead them to tell what they re-
member about the stories told last month.
-I Be sure to help the children tell about
the bright pictures which they are mak-
ing in their New Year's life books.
As they look at the pictures of Jesus
being blessed, help them to tell how
Simeon and Anna were blessed for their
gifts of service or doing for others.
How did the Wise Men give and serve?
When they look at the picture entitled
"The Flight into Egypt", help them to
tell the whole story of how God took
care of the baby Jesus and how He helped
Joseph to understand what to do.
Listen to expressions of how they
themselves have helped this month and
tell them of similiar experiences of your
Second Sunday, February 14, 1932
Lesson 11. The Boy Jesus Grows
Strong. (Part I.)
Texts: Luke 2:39, 40; Sunday- School
Lesson Leaflet, No. IL
Objective: Physical, mental and spirit-
ual strength comes by doing.
Pictures:- "The Boyhood of Jesus in
Nazareth"; New Set of Colored Pictures,
Organization of Material:
I. Jesus' Home was in Nazareth.
a. He came to Nazareth from Egypt.
b. Jesus, His Mother's pride and joy.
c. Jewish homes differ . from our
*" homes. * ,'
IL He Played As Other Children Play.
a. Was one of many humble children.
b. Qut-door activities.
•It Walking, running^, climbing, etc.
2. Games, playing fair, master bf
TIL Helped with the Home Duties,
a. Probable outside tasks.
Carrying water and fuel — errands.
b. Indoor duties.
1. Bed making — watching and
helping with bread making, etc.
2. Assisted in the carpenter shop.
c. Kept His body-house clean inside
Lesson Enrichment — Point of Contact:
The lesson may be commenced with a
talk something like the following: I wish
to look at your shoes this morning. Will
each one, please, place his feet comfort-
ably together on the floor so I may see
every pair of shoes in the circle. Some
are black and some are brown. Some are
laced, others are buttoned and still others
are tied with ribbon. Johnnie can you
button your own shoes? Who else can
do it? It is very hard to button or lace
one's shoes at first. The button will not
go into place, and the laces get crossed
so funny. But boys and girls who keep
on trying to do these things, day after
day, soon become clever enough to do
them easily. When little fingers are
given a chance to button a button every
morning, they soon show how strong and
clever they can become. The more we
do, the stronger we grow, and the better
■ able we are to do things well. It is by
doing day after day that little people grow
into bigger, stronger folks.
Illustrations — Application: Show a
photograph of Abraham Lincoln. Let the
chidren tell what this gentleman's name
is. When was his birthday? What hap-
pened day before yesterday to help you
know that it was his birthday? All over
the wide world Abraham Lincoln is talked
about. Little black children, and little
brown children as well as hundreds of little
white children are told stories about him.
We have his photograph on many of our
pennies to help us to think of him. (The
teacher may show a Lincoln penny if she
can obtain one.) He was a tall strong
man, and he was a great man. Shall 'I
tell you how he happened to become such
a man? He grew strong by, doing things.
When he came, a little babe to his parents
home they were very poor. They lived in
' k log house, not as good as pur barns. In
the cabin there were holes for doors and
windows, and skins of bears were hung
over to keep out the rain and the snow
and the cold.
Abraham's mother made the yarn and
the cloth before she could make his
_^, JESUS IX THE CARPENTER SHOP
Tills picture, by Millais, now In the Tate Gallery, London, is valued at *50,0O0.OO
clothes, so it took her a long time. Once
she made him a suit of bear skin and he
was ever so proud of it.
When her little boy grew big enough he
would go to meeting. The meeting house
was made of logs. The preacher would
stand by a log stump for a pulpit and his
listeners would sit around on log seats.
Abraham used to like to play he was a
preacher. He would stand up and talk as
well as he could. His sister would sit
quietly and listen to him. Then they
would both sing a hymn.
Soon he grew big enough to go to
school. It was a strange school; big Inen
used to go with little boys and girls.
They all learned their lesson from one
book, called a speller. Abraham worked
so well that in a very short time he could
read well, and then he became the best
in the class. At night when all the other
members of the family were asleep, he
would sit in the dim fire light, learning to
read and write. His father was too poor
to buy him a slate, so he had to write on
a wooden shovel. There were only three
books in his home. These he read over
and over. Whenever he heard a visitor
^say a new word he would learn how to
say that word.
Once he borrowed a .book to read. He
walked twelve miles to get it and twelve
miles to take it home again. (Tell the
children that twelve miles is the distance
down town or to the lake or twice as fat
as to grandmas.) Poor boy! How he
would have liked to look at the pictures
and to read the books we have today!
When he grew to be a man, he would
not give up doing his work until it was
done. Once he .made a boat to put some
pigs m, so they could ride on a river from
one town to another. But the pigs would
not go on the boat. They were afraid
There was only one thing left to do, and
Abraham decided to do it. He took the
pigs in his arms and carried them one by
one, on the boat. His long arms made
strong by hard work, grasped the pigs
and held them fast. None wiggled away
He worked so well and learned so much
that people decided to make him President
of the United States. He was one of the
best presidents that ever served.
Sometimes boys and girls of our age
have difficult things to do. How many
times do we try again if we cannot do
them the first time? What did you try
to do this morning, that was very hard to
do? How did you get along? How do
ants succeed in carrying big crumbs and
other pieces of food? Name some things
that used to be hard to do that you have
made easy now?
Third Sunday, February 21, 1932
Lesson 12. The Boy Jesus Grows
Strong. (Part II.)
Texts: Luke 2:39, 40; Sunday School
Lessons Leaflet. No. 12.
Objective: Physical, mental and spirit-
ual strength come by doing.
Pictures: Find pictures of children
doing things, of boys and girls and men
Organization of Material.
I. Jesus Taught the Carpenter's Trade.
a. Every Jewish child learned a trade.
b. The shop, the tools, and the ar-
c. Jesus grew in the power to do.
1. In earlier years.
2. In later years.
II. Trained in Spiritual Things by His
a. Jewish boys were taught when
1. First words were words of faith
2. Prayer of thanksgiving upon
3. Must be clean in spirit and
b. Mary taught Him His mission in
III. Continued to grow in Wisdom and in
the Grace of God.
a. He learned the laws of the land.
b. Obtained culture by association.
c. Attended the village school.
1. Only one text "book".
2. Sacred sayings memorized.
d ."A Jewish man" at the age of
Lesson Enrichment— Point of Contact:
Show the picture of the childhood of
Jesus which was used last time. Help the
children to tell some of the things little
Jewish boys did to grow strong. Then
continue the story for today telling how
in other ways Jesus must have grown
Illustrations— Application: The teacher
may tell a story of her own childhood
days showing some ways m which she
grew strong by doing. iP'erhaps slie
remembers the time when her mother
sent her back to sweep the kitchen floor
again because she had missed some dirt
in the corner, or may be she can tell how
proud she was when she learned to wash
her ears clean. Let the children tell what
they do with their playthings when they
are through playing with them. 'Encour-
age them to try during the coming week
to put every plaything carefully jaway
every day when they are through with it.
Suggest that they notice how easy it is to
remember to do it at the end of the week
when they have tried every day. Bring
three or four pictures showing little chil-
dren doing things. (Select these from
among those which you have been daily
clipping from magazines and newspapers
for such a time as this.) One may *e
a child brushing his teeth, another, wash-
ing his hands, and still' another a child
sweeping snow off the path. Let the chil-
dren look at these pictures and make
whatever comments they wish.
Then ask two or three children to arise,
place their hands lon their hips and stand
on one foot. Let the children observe
how difficult this is to do the first time.
Then let them try it again and again ito
let the class observe how much stronger
the children become as they do it. The
whole class may try it.
Fourth Sunday, February 28, 1932
Lesson 13. Jesus About His Father's
* Texts: Luke 2:40-52. Sunday School
Lessons, Leaflet No. 13.
Objective: Obedience to God's laws
brings strength of body and of spirit.
Pictures: "The Boy Jesus in the Tem-
ple" New Set of Colored Pictures. No. 4.
Organization of 'Material:
i. Joseph and 'His Family Journey to
a. They travel with a group of fam-
1. They take donkeys, tents and
2. Go in obedience to custom.
3. Such outdoor life meant strength
of body and new experiences.
b. To attend the Feast of the Pass-
Its festivities brought strength of
spirit and joj'^ in communion with
c. Jesus looked forward to the visit
II. The Visit in Jerusalem.
a. Jesus learns about the city.
b. He goes daily to the Temple.
Learns of God's ways.
III. Jesus Thought Lost.
a. At the end of the first day's jour-
b. The family turns toward Jerusa-
c. The three day's search.
IV. Joseph and Mary Find Jesus in the
a. Sitting among the wise men.
1. Was asking questions as well
2. All were astonished at His wis-
b. His answer to His mother's ques-
c. Goes home with them willingly.
Remains "subject unto them".
Lesson Enrichment — Point of Contact:
Ask the children to name a few things
that they do every day. They wash their
hands and faces, they dress and undress,
they eat, play, talk, walk, etc. In the long
ago days when Jesus was a little boy they
did the very same things. They did some
things that we do not do. One of them
was to touch a little metal case which was
fastened to the door post. In this little
case was a piece of parchment rolled up.
On it was written some words about
always believing in God, Our Father.
Little children were to learn these words
by heart. So every time they passed in
or out of the door they touched the case
and said the words. I wonder if we could
remember to do a thing like this. Our
story today tells us about some other
things Jesus remembered to do.
Illustrations — ^Application: Show the
picture of George Washington and tell the
children that here is the picture of another
great man who knewi how to do what he
was told. He was a soldier and every
good soldier obeys. Once when many
men held a dinner to honor him, they
asked his mother how she happened to
raise such a good boy. She said "I taught
him to do as he was told."
Let us think of one of the ways in
which we Hsten to what Our Father in
Heaven tells us to do. iWhat kind of
drinks do we have for breakfast? Why?
(Teachers will discuss in simple language
how we as Latter-day Saints obey the
Word of Wisdom by abstaining from tea,
coffee, tobacco, liquor, etc.
REST EXERCISES FOR
In order that the program for each
Sunday Morning be correlated to bring
out the one aim and one message, it is
suggested that the following named ac-
tivities characteristic of the work and play
of Jewish children at the time of Christ,
be participated in by members of the
class in imitative play.
1. Represent Christ in the carpenter
shop with Joseph, sawing and hammering,
making stools, etc.
2. Gather stones for the building of the
stove upon which the food was to be
3. Represent the household activities
such as rolling up the bedding and put-
ting it away on the shelves in the wall.
4. Wash hands and feet before entering
the home. This was necessary because
of the loose sandals worn by the people
at that time. It was also considered a
mark of respect to the person whose
home was being entered.
5. Pick beautiful wild flowers growing
on the hillsides.
6. Represent the birds flying from one
place to another.
7. Gather figs, dates, olives and other
fruits from the trees.
8. The children often went with their
mothers to the wells by the road side to
get water for use in their homes. The
children might play they were carrying
on their heads or their shoulders, large.
earthen jars of water as they march a-
round the room.
Songs for the Month
"Jesus Once Was a Little Child". (Pri-
mary Ass'n. Song Book.)
"For This I Pray".
"How Can I Learn". (Kindergarten
and Primary Songs.) Choose one of these
to be taught during the month.
THREE SETS OF TWINS IN ONE
As far ais we knovr, the Howe Sunday-
School of IiO«it River Stake, in Idaho, or-
i^anized May 4, 1&30, will take the prize
for liavin^ enrolled three pairs of tw^ns
as pictured above. The children are:
Back row — ^Veuese and Vina Hill, dansh-
ters of Mr. and Mrs. Elmer Hill; Center —
Gerald and Gordon Christensen, i^ons of
Mr. and MVm. Arthur Christensen ; Front —
Verna and Vern 'Winnilll, daughter and son
of Superintendent and Mrs, Joseph Win-
m mt m i ^^'m^^^^
Bobby's Christmas Prayer
By Isahelle Ruby Owen
It was the season of "On earth
peace, * * * Goodwill toward men."
Christmas lig^hts gleamed from win-
dows made radianttly beautiful with
glittering tinsel mingled with rich
red and green, festooned artistically
about tiny Canadian pines.
The beautiful Canadian city was
shorn of much of its former Christ-
mas glory, for disease and death had,
in a few short weeks, robbed many
homes of its loved ones. Children
were bereft of parents; parents of
Influenza, that dread scourge, was
at its height! Hospitals were filled
to overflowing and churches were
thrown open that the sick and dead
might be cared for. No one dared
venture upon the streets unless they
were wearing a gauze mask for pro-
Crops in some of the provinces
had failed through drouth and dire
want and disease stalked hand in
In stores or on street cars, turn
which way you right, one was con-
fronted with the pathetic sight of
pale-faced women and jchildren who
looked as if they had risen from the
dead, so pallid and emacinated were
they from ravages of the scourge
which was sweeping the land. Calls
for help were being daily sent out
from charitable organizations in the
Less than a week before Christ-
mas the "Lethbridge Herald" pub-
lished a story telling of a letter writ-
ten by a little six-year-old boy, ad-
dressed to "Santa Claus" in care of
the "Mission," one of the many char-
The little folks of the north-
ern prairie await the visit of Santa
with the same childish eagerness as
do the children of our own dear
mountain home. As the letter was
being written Bobby felt a lump rise
in his throat as he thought of his
bitter disappointment the Christmas
before when Santa failed to make
his accustomed visit to his home.
Here is an exact copy of the letter
as it appeared in the Herald :
"Dear Santa Claus : I am a little
boy six years old. I live with my
mother and grandma. My daddy is
dead and my mother takes in wash-
ing. Please, dear Santa, come to our
house this time ! You forgot us last
Christmas. And please, Santa, bring
my mama and grandma something
good to eat ; they are both sick with
the flu. All I want for myself is
something to wear.
When the morning papers carried
this pathetic appeal into the homes
of the people, sick and suffering
though they were, a great wave oi
sympathy swept the city. It was a
busy day for receiving stations
where gifts for Bobby could be left,
In a modest little cottage where
sorrow over the death of a loved
one had blotted out the spirit of
BOBBY'S CHRISTMAS PRAYER
Christmas, a little Utah boy listened
with every deepening interest to Bob-
by's touching cry for help. The
little American's heart warmed with
sympathy in response to the cry
of the little Canadian * * * strangers
though they were. He knew what
it meant to lose a dear one.
Less than a month before his own
loving, sweet-faced mother had died
from influenza. His daddy was with
Uncle Sam's soldiers in far-away Si-
beria. He, too, lived with his grand-
Hidden away with other treasured
keepsakes lay a pair of little blue
serge pants belonging to a suit
which was the last gift from his
mother, sent as she was speeding
to a warmer cHmate in search of
Closely following the gift had
come the sad tidings that the young
mother was dead, a victim of influ-
With heart attuned to the cry
of the child in distress, and to the
spirit of Christmas giving, little Jack
plead to be allowed to give the suit —
which was too small for him — to
Within a few hours' time 'Jack
trudged happily through the snow
carrying a neatly-tied parcel to the
"Mission" house. A note had been
placed inside with the clothing.
Next morning the "Herald" pub-
lished another story which stirred
the hearts of a stricken people, rous-
ing hundreds of men and women to
"Little Bobby's prayer has been
"His pathetic appeal to the 'Her-
ald's' Christmas fund touched many
hearts. One of the very first to
respond was another little boy who
has been made very sad this Christ-
mas by the loss of his mother, but
who was able to' give very tangible
evidence of his quick sympathy for
little Bobby. Yesterday he brought
to the nursing mission a new pair of
trousers and knickers for Bobby,
with this letter enclosed : , "My
mother sent them to me but they
were too small and I want Bobby
to have them. My mother died just
after she sent them to me. I am
living with my grandma. Please
see that little Bobby gets this pack-
"I am a little American boy, six
years old, too! My daddy is in Si-
beria as one of Uncle Sam's sol-
(Signed) A Little American.
As Jack listened to the story told
by the "Herald" his heart swelled
with joy and pride; joy, because he
knew now that Bobby would receive
his gift; pride, that he, an American,
was one of the first to answer a plea
for help and that he could play Santa
Claus to a child in need. A fulfill-
ment of the proverb. * * * "It is
more blessed to give than to re-
Christmas morning dawned clear
and cold! Bobby's prayer for help
had been broadcast far and wide
over the frozen prairie land. Santa
heard the childish pleading and
hitched his swiftest reindeer to a
sled filled to the brim with warm
clothing, shining toys, nuts and
sweets for the child and with dainty
morsels of food to tempt the appetite
of the weary mother and the frail
Nothing was forgotten — from a
gaily painted horn for Bobby to a
ton of coal for the kitchen range.
What about the other child's
Both he and his grandmother were
very ill with influenza when Christ-
mas came but Santa made his reg-
ular visit to their home, bringing
Jack the very things his heart de-
sired, thus preserving his faith in a
real Santa Claus.
Too ill to enjoy his gifts much.
Jack asked to have the new red
coaster drawn close by his bedside.
The other gifts were loaded on the
wagon so he mig"ht take an occasion-
al peep at them.
The Christmas "Herald" told of
the many nice things Bobby re-
ceived to make him happy, and Jack
The shadows of sorrow were, for
the moment, lifted. ,
A peace which f'passeth under-
standing" hovered near as if in ful-
fillment of the promise, "Inasmuch
as ye have done it unto one of the
least of these ye have done it unto
A Transferred Christmas
By Emma Florence Bush
Ruby sat on the floor in a discon-
solate heap. Around her were piled
her Christmas presents, books, dolls,
a box of nice paints, a pretty red sled
and a soft squirrel muff. 'T don't
like these old things one bit," she said,
pushing them away with her foot. I
wanted a gold watch like Aunt Mil-
"Father meant to have one for you,"
said mother, "but it must have been
lost or mislaid. Never mind, we will
buy you one tomorrow. But Ruby
would not be comforted and cried and
cried with disappointment,
"See," said Aunt Ethel, kneeling be-
side her, with a big doll, nearly as
large as Ruby herself, "see the nice
new doll and this whole trunkful of
clothes for her. Just look at the cun-
ning table with the tablecloth and dish-
es on it, and here is a whole washing
set for doll's clothes. Then here are
the new 'Little iColonel' books you
wanted. Come and sit on my lap and
I will read them to you." But Ruby
only cried the harder and slapped
Aunt Ethel, then threw herself on
the floor and screamed.
"The trouble with this child," said
father sternly, "is that she is spoiled.
She has too many uncles and aunts
and too indulgent a father and mother.
We will see about this right away."
He turned to mother and said,
"Pick up all her presents, put on her
hat and coat and give ber to me and
we will see what can be done."
Ruby stopped crying a moment to
listen. Was she going to get what
she wanted? She usually did if she
cried long enough. "Oh, father," she
said, sitting up eagerly, "are you going
to get the watch for me now?"
"I am going to get what is good for
you, young lady," said father sternly.
"Don't be severe," pleaded mother.
"We have not been severe enough in
the past," answered father. "When
a little girl eight years old has so much
of everything that all she wants or
has left to cry for is a gold watch, it is
time she learned a lesson. Pick up
every single present while I am get-
ting out the auto."
Sitting beside her father in the auto-
mdbile Rujby wondered (where they
were going. Down the avenue, out
into the business . district, then into
narrow streets where little boys and
girls were hurrying here and there
in the cold, all anxious to get where it
was warm. '
Father took the jbig 'basket filled
with presents and grasping Ruby's
hand firmly, led her down a narrow
court, up a flight of steep stairs, into
a dark narrow hall, and knocked on
the nearest door.
"Come in," said a faint little voice,
and pushing the door open they entered
the room. At first Ruby only saw the
bare floor and walls, spotlessly clean,
but without carpet or pictures. Then
she saw the clean white bed, and a
little figure lying on it, covered with
an old shawl.
^^^-'931 A TRANSFERRED CHRISTMAS 76^
_ "This," said father, looking at Ruby, began to lift out the presents one by
"is Mrs. Magoon's daughter. Mrs. one and lay them on the bed.
Magoon washes and irons by the day Jennie's eyes opened wide at the
to buy this little girl food and fire, paints, and the books, but when father
We only knew yesterday where she lifted out the big doll, she could not
lived and something about her." speak, only opened her arms and
"Where is your mother, and what is hugged it close, close.
your name?" he asked the child on the" "But," she asked, looking at Ruby,
bed. "doesn't she want them really ? They
"My name ,is Jennie, and I am eight couldn't be mine to keep, you know,
years old," answered the little girl, they are so beautiful. And you see I
"Motlfer has gone to get our Christ- couldn't take her Christmas away and
mas '(dinner. The lady she worked ^^^ve her nothing at all."
for yesterday told her if she came to "Keep them all," said Ruby in a
their house she would give her some- choked voice. "Keep every single
thing for our Christmas dinner. Do one, and there are lots more at home
you suppose it might be turkey?" and for you if you want them. I didn't
she raised herself on the bed only to know little girls ever didn't have things.
fall back with a little exclamation of I thought — " and she broke down and
pain. cried as hard as she had before, only
"Where is the pain?" asked father <^hese were different tears,
kindly. "But," said Jennie Isoftly, "I wish
"In my back," answered Jennie. "I ^ ^ad something to give you. I only
fell down stairs long ago when I was ^"^^ ^^is of my own, and you wouldn't
a little girl, and my back has ached ^^^^ t^at iafter all ithese bieautiful
ever since, but |I don't mind today for things ;" and still holding the big doll,
we are going to have a real Christmas. ^^^ took up the tiny, cheap toy she
"See," land she drew out from the bed- ^^^ shown them before.
clothes where it was nestled beside her, "But I would," cried Ruby taking
a tiny, cheap little doll. "Mother it. "If you iwill give it to me I will
bought me this and I have a nice paper keep it. And I will come and see you
mat one of the children showed me often if father will let me, and — ^and
how to weave for her, so you see, with — ^Oh, father, take me home," and fa-
the Christmas dinner the lady gives us, ther gently led her away.
we will have a really, truly Christmas Ruby sat very silent until they were
after all. nearly home, then she snuggled up
'■'That lis very mice," said (father to her father, and whispered, "Didn't
gravely, "Your mother is at our house, mother say you were going to buy
and I can guarantee she will bring me a watch?"
back turkey and everything else good. "Yes," answered father, and waited
But I want you to look at this little for her reply.
girl with me. She hasn't had a nice "Gold watches cost lots of money,
Christmas Hke you at all." don't they?" she asked.
"Oh, father," gasped Ruby. "Yes," answered father, quite a good
"Oh, Sir," cried Jennie. deal."
"No," said father, "this poor child "Would they buy a pretty rug for
was ^ very much disappointed. She Jennie's floor and some pictures like
didn't get anything she wanted for those in imy room for the walls ?" she
Christmas at all. She had a few asked.
trifles, but as she doesn't care for them "Yes," answered father, "and a nice,
she has brought them to you," and he easy chair, with lots of pillows for Jen-
nie to sit up in instead of lying on the
bed, and perhaps a warm kimono too."
"Then," said Ruby, swallowing hard
a minute, "I don't want the watch.
I want Jennie to have them all, every
single thing and lots more. I know
mother will help, and I want her for
my special friend."
. "But," said Aunt Ethel an hour later,
when Ruby had told about Jennie and
her Christmas, "you poor child, you
haven't a single Christmas present."
"Oh, yes," answered Ruby, holding
up the doll, "I have this, and it means
a good deal to me."
"Yes," said father smiling, "and we
are all going back later to take Jennie
'the Christmas tree. You see this time
Ruby is going to have a transferred
The Power of the Penny
By Ada Taylor Graham,
Executive 'Secretary of the Utah Tuhercidosis Association
in cities and towns throughout the
country, chnics are conducted where
free examinations of school children
are made by specialists. Christmas
seals have helped to establish about
What's a raindrop, what's a grain of
sand, and what's a tiny leaf — each by
itself ? Just an infinitesimal little atom.
Yet what glorious beauty is in the
ocean, the beach and the forest of
trees ! The penny, too, is little in itself. 4,000 of these clinics. Public health
Yet what an inspiring picture is be-
hind the millions that have been spent
on Christmas seals to make a healthier,
Concentration on the health of chil-
dren has been keenly emphasized dur-
ing the past decade. Adult tuberculosis
can he considerably reduced when chil-
dren, the future grownups, are taught
to be strong and understanding in
health. Statistics show that while the
death rate from tuberculosis has been
more than cut in half in the past
twenty-five years, it is still the leading
cause of death in the producing years,
namely the ages of 15-45. In 1928
among that age group, there were
18,886 deaths; 7,298 of boys and U,-
nurses to follow up the boys and girls
in their homes and summer camps are
often furnished by organizations fi-
nanced with money from Christmas
We know that tuberculosis comes
from contact with another who has tu-
berculosis. 'Millions lof baciUi are
struggling in unhealthy soil to increase
and multiply. But millions of pennies
are being spent on Christmas seals to
stamp out the bacilli for good and all.
Herein lies the power of the penny.
The decreased death rate proves the
penny's power, but the work must be
continued and this year, more than any
year since the war, the campaign to
control tuberculosis should be support-
588 of girls. To attack this problem, ed by everybody.
How to Tell a Person's Age and Telephone Number
Have him put down on paper his telephone number; multiply it by 2;
add 5; multiply by 50; add 365; add his age; and tell you the result. Subtract
615 from this result and point off two places from the right of the remainder.
The figures at the right of the decimal point will be the person's age,
the figures at the left of the decimal point will be the telephone number.
The Budget Box is written entirely by children under seventeen years of age.
To encourage them, "The Instructor" offers book prizes for the f ollc^wing :
Best original verses of not to exceed twenty lines.
Best original stories of not to exceed three hundred words.
Best amateur photographs^ any size.
Best original drawings, Black and white.
Every contribution must bear the name, age and address of the sender, and must
be endorsed by teacher, parent or guardian as original.
Verses or stories should be written on one side of paper only. Drawings
must be black and white on plain white paper, and must not be folded.
Address: The Children's Budget Box, "The Instructor," 47 East South Temple
Street, Salt Lake City, Utah.
Once upon a time, quite a long time
ago, there was a little girl that lived
in a little town close to an enchanted
wood. A kind fairy lived there and
gave beautiful gifts to nice clean boys
The Fairy had been watching little
Margaret and had a nice surprise for
her should she visif her in the ' en-
Pretty soon Margaret decided to go
to the lovely woods to pick the pretty
flowers that ;grew there. While she
'was wandering ithere, listening to the
birds singing and the bees humming,
she saw a lovely little creature coming
to her up the winding pathway that
was covered with roses and honey-
suckle. She seemed dressed in silver
which shone in the sunlight and she
seemed so happy that goodness shone
from her pretty smiling face. Mar-
garet was not afraid of such a sweet
little fairy and she skipped up the rose
path to meet her.
"I ;have here a present for you,
Margaret. I have watched you care-
fully and I am convinced you are de-
serving. There is one condition, you
must take great care of this gift be-
cause I can only give it to you once
in a lifetime and it means health,
wealth and happiness. You must prom-
ise to polish and keep clean this little
box of pearls I am going to give you,"
said the fairy.
Margaret was so happy for the pres-
ent that she promised eagerly to take
care of the little red box of pearls
and to polish them carefully.
The years passed on and careful lit-
tle Margaret grew neglectful of her
beautiful pearls and she did not polish
them every day. Pearls turn black ii
you do not take care of them and that
is what happened to Margaret's pearls.
Now she is sorry because she has to go
to the dentist and it hurts her.
Oh, I forgot to tell you that the
pearls were Margaret's teeth and the
red velvet box Margaret's gums. If
she had cleaned her pearls (teeth)
every day she would have saved herself
a lot of trouble and tooth-ache.
The moral of this story is — clean
your teeth and don't take advantage
of the kind fairy who gives us our
301 Moultrie St.,
Age 10. San Francisco, Cal.
Santa Claus is a merry little fellow,
Chubby and plump
Like a bowl full of jello.
He wears a long Ibeard
As white as the snow,
And anybody'd think
Him to be kinda slow,
But he is as quick
As a lightning streak,
And no one ever catches him,
Even when they peek.
He rides in a sleigh
Drawn by eight reindeer,
Which go through the air
Always getting him here.
And when he departs
There is not a sound made,
But he'll not visit you
If you are bad.
Age 13. Utah.
How Billy Found Happiness
Little nine year old Billy was think-
ing about what troubled him mostly.
His father was dead and his mother
could barely make enough for them to
live on. Billy had the idea that to be
happy one must be sick, so of course
he had made a failure.
But a sudden change camq over
Billy that morning in his Sunday
School Class. His teacher told the
class that to be happy, you should try
to make someone else happy.
He walked home with Mrs. Randall,
who was his teacher.
"Will you come over and rake my
lawn, tomorrow, Billy? I will give
you a quarter if you will," she said.
A quarter! That sounded like a lot
to Billy. The next day, bright and
early he was at Mrs. Randall's, making
With the quarter tucked away safely
in his pocket, he started for the corner
store. He came out with ithree lovely
handkerchiefs for his Mother.
"Mother will be surprised, I bet
she didn't expect me to remember her
Oh, how happy Billy's mother was
to receive the little gift: Yes, the Sun-
day School teacher had been right.
Billy had made somebody else happy
and was happier himself than he had
ever been before.
Age 12. 810 S. University,
PHOTO BY MARIE JOHNSON
Ase 12. Riclimond, Utah
The Winning Hit
The score was nothing to nothing,
with only three minutes to play. It was
John's next turn to bat, and as he
straightened up he thought to himself,
"The score is still nothing to nothing.
Well, I'll beat Mark Anderson's team
or die trying."
He swung the bat to his shoulder
and gritted his teeth. On came the
ball ! John struck, and missed. "One
strike !" called the umpire. "Only two
minutes to play!"
Again John struck at the ball and
this time sent it whizzing past the
border of the diamond, and over the
heads of the spectators.
On he ran! Faster than he had
ever run before, sending two men in
home. The score was three to noth-
ing in favor of John's team.
1170 22nd St.,
Age 10. Ogden, Utah.
THE BUDGET BOX
Life and Eternity
Joy and sorrow^
Luxury and strife;
These are the things
That make a life.
Goodness and worship,
Service to Thee,
These thing-s build
Age 15. Monroe, R. D., Utah.
Thanksgiving day is almost here,
Then it will be gone for another year.
I can just see the good things to eat —
Pies, cakes, and puddings all good and
But who is the giver of it all to us?
Oh ! that's one thing that we will dis-
Upon the Coming Thanksgiving day
To remember the (giver and always to
The Pilgrims, who were brave and
Crossed the ocean wide and blue,
To come to this unexplored country
To build a nation of noble men.
The crops one year turned out so good
That they offered thanksgiving for all
So ever since that happy long ago year
We have given thanks for the things
we have here.
433 eOth iSt.,
Age 14. Ogden, Utah.
Ruth and Robert's friends had come
over to play. They had decided to
play "Hide and Seek." Ruth was "it."
Robert was anxious to get home and
read the book he and Ruth was read-
ing. His friends had hidden but
Robert decided to play a trick on his
sister. . He started walking home to
read the book.
After counting to fifty, Ruth got up
and started looking for them. Catch-
ing sight 'of Robert going towards
home, she ran through a short cut
reaching the house before Robert did.
Not seeing anyone at the house, she
By this time Robert had reached
home. His mother greeted him at the
door and said: "Robert, I want you
to go to town and get me two pounds
of cheese. Hurry because I need it for
dinner." _ He grumbled and looked up
at the window. There he saw Ruth
sitting on the couch reading the book.
He said, "It served me right. I guess
I was a pig."
Age 12. Gilbert, Arizona.
When I left my Dollies,
To visit Mama iDear,
I walked so many play miles.
Though her home is very near.
When I knocked she said, "Come in.
Take a chair; How do you do?
How are your children? Why not
You can — there's only two."
"They are very well now, thank you.
No, I can not stay you see,
I must go now, for I fear my Dollies,
Will be crying now for me."
"Oh, it's such a long way over,
It is miles and miles, I play ;
Next time I will bring my Babies,
And we'll come to spend the day."
Age 10. Sigurd, Utah.
Lavor Chaffin, Emmett, Idaho.
Ola Lofgren, Saint David, Arizona.
Rhea Marriott, Warren, Utah.
Howard Welty, Somerset, ..Colorado,
7 \ \v~
held up the silver ^
to Dilly, he said, ** Let 's
^of i^^R to brine a little
like 'Papa had when he
* Then he held out the £/
by one side, and ^5*1 took hold of the other, and they
pulled. When Grandma B. heard it snap, she asked,
"Which got it?^ And Dilly laughed and said,
**Both!" And XJ laughed and sai(L** Because we
both wished the same wish." Then %5 B. laughed,
too, and asked, ** What was this wonderful double
wish?" ** Oh," cried Dick, clapping %-^^ , '* you
never can guess ! " And little Dilly clapped ^^^ and
cried, ** Oh, you never can guess ! " ** No," said
Grandma B., taking off hen^-^4f~^ , and
laying ihe^^^Pon the
, 1 never
can guess ; you *11 have to tell me." And
when they told her. Grandma B. lay back
in her ^S- ^ind laughed again. ** Well,
well," said she, " ^^^^^7^ wishes don't always come true.
but I do believe I better play ^jf^^ right now, and
make this double wish more than come true." *' Why,"
THE LITTLE NOAH'S ARK
cried ^ , jumping up, ♦* how can you do that ? '*
*' W^U*! said Graodma B.. **you needn't wait for
p;. — you shall have a little Noah's
ark now, and more, you shall have the very
ark your Papa had when he was a^ ! *'
" Oh, o-oh ! " cried Dick, and ^' Oh,
o-oh ! " cried jR . jumping up and
Standing beside him. "Yes," went on
Grandma B., " that very Woah's ark is in the
Ais minute — up in the attic, in an old ^^.
^^Pt' Grandma B. took DiUy's f^ , and they
^^^fter Dick ; and up in the attic, near the west
^ they round him standing by a
And Gr andma B . opened it, and took out the little
B ? 8
It was like
y^^^ fi ^^sl'-^ on
it ; and t!se house had a J^_ ^ at
one end, and g f j along the sides,
and half the roof littecl like a trap-
do^^- f^ick^gged a ^^ in
front oi the |^^ , and set the ark
on it. 'That is Mt. Ararat," said he, " and jhe Flood has
gone dowa, and 1 'm going to let out the \^ 'f^ I"
"How is the milkmaid?" he said with a
"It isn't made, sir — it comes from a
Minister: "Do you say your prayers
every night, Oswald?"
"No — some nights I don't want any-
thing." — Christian Register.
Knew His Medicine
Doctor: "Now, young man, what have
you got to say for yourself?"
His Son (in for a licking): "How about
a little local anesthetic?"
"Do you see that young man standing
over there next to the flivver with the
golf pants on?"
"I see the fellow, all right; but where
is the flivver with the golf pants on?"
The Puzzle Solved
A Florida tourist shot a big alligator
and thereby saved a very small and very
black pickaninny. Taking him to a near-
by house, he related to Mammy what had
happened. She very casually thanked
him, and remarked: "I knowed sump'n 'd
bin ketchin' dese kids, but I didn't know
whut hit wuz."
Paradise Lost Again
"What's this, honey?" said Mrs. Young-
bride's husband as he speared a slab from
"Lucifer cake, dear."
"I thought you said you were going to
make angel cake."
"I was, but it fell."— Stray Stories.
Couldn't Wait Forever
A road contractor ordered a carload of
material from his jobber. The jobber
wired him: "Cannot ship your order un-
til last consignment is paid for."
The contractor wired Ijack: "Unable to
wait so long. Cancel the order."
"How is your baby's arm Mrs. Cohen?"
"Oi, oi, it's fine, Mrs. Rosenstein! He
learned a new woid today!"
A Welcome Suggestion
Irate Parent: "I'll teach you to make
love to my daughter!"
Suitor: "I wish you would, old boy.
I'm not making much headway."
Or Eating Trout
Teacher: "What is your idea of har*
Freshman: "A freckle faced girl in a
polka dot dress leading a giraffe."
Regretted Hils Absence
The Colonel touring Europe on his
leave of absence did not forget the one
he left behind. His son received a card
from Sparta saying:
"This is the cliff from which the Spar-
tans used to throw their defective :chil-
dren. Wish you were here."
James: "Father, can you write your
name with your eyes shut?"
Father: "I think so, James."
James: "All right, father, then let's see
you shut them and sign this report card."
— Wilmette Announcements,
The circus strong man rode out on
horseback to challenge a farmer whose
great strength had gained him a reputa-
tion. He entered the farmyard, tied uu
his horse, and approached the farmer.
"Hey," he said. "I've heard a lot about
you, and have come a long way to see
which is the better man."
Without answering the farmer seized
the intruder, hurled him bodily over the
fence into the road, and returned to his
When the loser had recovered his
breath, the farmer growled, "Have you
anything more to say to me?"
"No," was the reply, "but perhaps you'll
be good enough to throw me my horse."
We Have Just Paid the Holders •
Of Paid-Up Shares the 101st Regular
QUARTERLY CASH DIVIDEND
DESERET BUILDING SOCIETY
6% ANr> SAFETY
IS BETTER THAN
NEPHI L. M:0RRIS, Pres.
44 South Main St., Salt Lake City
"Safety First for iSavings"
Call at our Office at Any Time
JOSEPH E. KJAR, Sec.
A Wonderful Opportunity!
The Best and Most Beautiful
Deep Permanent Wave
from $3.00 to $6.50
Mitchell's Lovely New Finger Wave
witli those allurins nnd clinging little rinslets, only BOc
and made to go Trith tlie small neir styled E:ug:enle Hats
and done by Finger Wave Experts at
The Mitchell Beauty Parlors
Medical Arts Bldg.
Sugar House Beauty Salon
1053 E. 21st So. Salt L-ake City, Utali
Phone ^\'^as. 10316 or if ont of town — ^wrlte for appolntmeiit
SAY THAT YOU SAW IT IN THE INSTRUCTOR
W0NDE:R BRSAD — richer In milk — made of finei
Ingredients — then slo-baked to bring: out the Kood-
nesa of It all.
AT YOUR GROCEJR'S
A BfORB DELICATE BREAD FLAVOR
KEEPS FRESH LONGER
Social amd Gonnimeireial
By UTAH'S PIONEER PRINTERS
Make Your Selection of
Discriminating Jbuyers are rapidly finding out that our line this year offers
truly unusual values. Don't delay making a selection
The Descret News Press
29 Richards Street
Salt Lake City
is Salt Lake's and Utah's Junior Department Store
30 departments serving every need
JjCt them help you make up your list for Christmas Gifts.
You will find everything you desire at very low prices at
241 South Main — Salt Lake City
SAY THAT YOU SAW IT IN THE INSTRUCTOR
tor Winter Motoring
You'll get more enjoyment from motoring when you use
these dependable iteammates in power. Pep 88, winter's
hottest gasoline, starts quicker. Winter Vico motor oil flows
more freely. Just drive in where you see this familiar
sign. . .
Manufactured and Guaranteed by Utah Oil Refining Co.
Remember this:— Each Ton of Utah Coal displaced in Salt Lake City
deprives some Utah man of One Day's Work.
f. fv,^^^^ ? ^^^^ ^''i'''^^ delivers its load to your bins you have contributed
to the relief unemployment in Utah.
T^Hi,?.^''^ ^"""^ ^^ ^^f^ resulted from the labor of one man for one day.
h^ither a mmer, a railroad man, a retail distributor, or some allied trades-
TV^i.'^fjf^^ the Utah Mines produced more than 5,000,000 tons of Coal,
lo l^n ^^^ delivered m consumers' bins represented 300 days' work for
In 1930 and 1931 the picture is different.
Do you wish this Utah Industry destroyed? We believe you do not. If
we are right Burn Coal.
UTAH COAL PRODUCERS
SAY THAT YOU SAW IT IN THE INSTRUCTOR
A NATIONAL BROADCAST
HOW DARE YOU RISK BEING WITHOUT ADEQUATE LIFE INSURANCE?
Jhe BIG HOME CONPAfiY
OFFERS THE UTMOST IN VALUES, FOR BENEFICIAL POLICYHOLDERS
SHARE IN THE NET EARNINGS OF THE COMPANY.
THE ONE INSTITUTION OFFERING THE PUBLIC
THE FIRST AND FAVORITE INVESTMENT OF THE NATION.
BENEFICIAL MFE INSURANCE CI
HEBER J. GRANT, President E. T. RALPHS, General Mgr.
HOME OFFICE SALT LAKE CITY